Apprenticeships and Engineering Council Registration for ... · Apprenticeships and Engineering Council Registration for Plumbing and Domestic Heating - October 2014 Acknowledgements

1 Apprenticeships and Engineering Council Registration for Plumbing and Domestic Heating - October 2014

Apprenticeships and Engineering Council Registration

for Plumbing and Domestic Heating

‘Industry Perception - Across the UK’

Final Report

October 2014

A joint research project between

The Chartered Institute of Plumbing and Heating Engineering (CIPHE) and SummitSkills, supported by

an industry employer group and stakeholder group from the plumbing and heating sector.

Sponsored by the Gatsby Charitable Foundation


Contents

Acknowledgements........................................................................................................... Page 3

Executive Summary, key findings and summary of key recommendations…………. Page 4-6

Introduction....................................................................................................................... Page 7-8

Study approach…………………………………………………………………………………………………………….. Page 9

Methodology………………………………………………………………………………………………………………… Page 10

Research findings - Engineering Council registration………………………………………………………………………… Page 11-12

- Career progression support……………………………………………………………………………….. Page 13-14

- Gas Safe registration………………………………………………………………………………………….. Page 14

- Trade Association Membership………………………………………………………………………….. Page 15

- Aspirations to recruit more Apprentices…………………………………………………………….. Page 16-17

- Investing in training and qualifications………………………………………………………………. Page 18

- Apprenticeship duration……………………………………………………………………………………. Page 19-24

- Current qualifications and content……………………………………………………………………. Page 25-35

- Assessment methods………………………………………………………………………………………… Page 36

- Apprentice behaviours……………………………………………………………………………………… Page 37-38

- Additional comments……………………………………………………………………………………..... Page 39-43

Conclusions………………………………………………………………………………………………………………….. Page 44-45

Recommendations………………………………………………………………………………………………………. Page 46-47

Appendix 1

- Market size of the plumbing and domestic heating industry…………………………….. Page 48-50

- Plumbing and heating firms in the UK………………………………………………………………. Page 51

- Labour market forecast for the industry…………………………………………………………… Page 52

- Age of plumbing and heating engineers…………………………………………………………… Page 53

- Industry workforce – gender……………………………………………………………………………. Page 53

- Number of Apprenticeships…………………………………………………………………………….. Page 54-56

- Demographics of NVQ Level 3 technicians ………………………………………………………. Page 56

- Occupations and job roles within the industry…………………………………………………. Page 57

- Specific functions, skills and knowledge…………………………………………………………… Page 58-59

- Entry route and progression routes…………………………………………………………………. Page 60

- Industry demand for environmental technologies…………………………………………… Page 60

Appendix 2 - SummitSkills…………………………………………………………………………………………………….. Page 61

- The Chartered Institute of Plumbing and Heating Engineering…………………………. Page 62

- Gatsby Charitable Foundation………………………………………………………………………….. Page 63

Appendix 3

- Industry Employer Group and Industry Stakeholder Group………………………………. Page 64

Appendix 4

- Contacts for further information………………………………………………………………………. Page 65


Acknowledgements

SummitSkills and CIPHE would like to thank the Industry Employer Group and Stakeholder Group for their

contribution to the research and also thank all participants who have taken part in this research, as well as

thanks to Baroness Wall of New Barnet for hosting the dissemination event of the key findings, at the House

of Lords on 29th

July 2014 and thank you to BPEC for providing full event support.


1. Executive Summary

The Skills for Growth White Paper (BIS, 2009) recognised the lack of technical skills and insufficient technician

level recognition across the UK. Further to this, the recent Apprenticeship Reform and recommendations

made through the Richard Review intends to make Apprenticeships more rigorous and more responsive to

employers’ needs resulting in the current transition from Apprenticeship Frameworks to new Industry defined

Apprenticeship standards, with a specific requirement to meet professional registration.

Furthermore, the government has made clear, Apprenticeships should, in the future, equip Apprentices with

the competence and experience needed to secure professional accreditation where it is available.

The plumbing and heating sector therefore identified the need to undertake research through an industry

employer group and stakeholder group, exploring the take up of Engineering Council registration. The aim of

this research, led by SummitSkills and The Chartered Institute of Plumbing and Heating Engineering (CIPHE)

and sponsored by the Gatsby Charitable Foundation (Gatsby), is to understand industry’s perceptions and any

barriers to professional recognition for Plumbing and Domestic Heating.

The response from all involved in the plumbing and heating industry and supporting stakeholders has been

excellent with universal agreement that collaboration to safeguard and enhance future Apprenticeship

training is essential. It is evident that technological advancements in recent years can be included within a

revised Apprenticeship standard to ensure that future Apprenticeships are fit for purpose. Employer led

training, supported by industry, leading to professional registration has overwhelming support from all

involved.

The research study was completed in July 2014. Following detailed analysis of findings, this final report has

been produced.

Key findings (Participants 521)

• EngTech registration supported

65% of respondents are currently registered with the Engineering Council, with 63% registered through

EngTech.

• Low understanding of EngTech

72% consider that registration to the Engineering Council is not adequately promoted. Further feedback

suggests that although the term EngTech may be known across the sector, most do not understand what it

represents and the benefits to individuals and employers are not known by those across the plumbing and

heating sector.

• Strong support for CIPHE to extend its license to award Chartered Engineer (CEng) status

With 95% in support of CIPHE extending its license, Industry has expressed that Chartered Engineer (CEng)

status is a natural and essential progression to a career in the trade, allowing individuals the opportunity to

reach new standards and progress through the engineering ladder. The process is also considered important

to enhance the professional image of plumbing and heating engineering.

• Sector supports career progression

98% support the promotion of career progression, with 83% confirming that Apprenticeships should lead

towards registration with the Engineering Council at EngTech level.


• Industry aspirations to recruit more Apprentices

97% of respondents think it’s important to recruit more Apprentices, however only 35% of those are currently

employing Apprentices, with 47% not currently employing Apprentices and have no plans to.

• Investing in training and qualifications for employee development is important

96% confirm the importance of investing in training and qualifications.

This is an area that will need careful consideration and further consultation when determining the

underpinning qualifications and training for the new employer-defined standard.

• Level of Apprenticeship – Level 2 and 3

Feedback indicates that Level 2 and 3 Apprenticeships remain as the benchmark for plumbing and domestic

heating in England and Wales, however some comments indicate that investigation is required to look further

into Level 2; to establish the difference in terms of the perception of levels and competence across the

nations, with the benchmark in Scotland of a qualified plumber at Level 3.

Level 2

It is suggested that at Level 2 an Apprentice is ‘partially’ qualified with level 3 being the benchmark for fully

qualified status.

It was confirmed that a Level 2 Apprentice should be able to carry out instructed work but must be

supervised; feedback however indicates that in practice, this is not always happening.

Level 3

Industry expresses that Level 3 needs to be more practical; more in-depth and hands-on.

Respondents agree that time and experience is essential in the development of quality tradespeople. The

general consensus from feedback is that experience over many years is essential before becoming a site

supervisor/manager.

• Duration of Plumbing and Heating Apprenticeships

Feedback supports the requirement set against the new Apprenticeships standards ‘that the occupation will

require rigorous and substantial training of over a year to achieve full competence’.

61% believe that a Level 2 Apprenticeship should take 24 months to achieve and overall, the consensus to

achieve Levels 2 through to 3 must take at least 36-48 months.

• Apprenticeship content is correct; standards need addressing

Although 86% believe the current content of the qualifications that underpin the current frameworks is

correct, some feedback indicates that a number of employers hesitate recruiting Apprenticeships primarily

due to finances as well as the insufficient standards of an Apprentice on completion.

These findings however require further consultation and validation as there is currently not enough evidence

to conclude a true finding.

It is widely requested by industry to incorporate energy efficiency/renewable technologies as a core module

into the qualifications and training.

• Assessment methods to be confirmed

A synoptic end-point assessment is a key requirement of the new Apprenticeship standards. Feedback on

assessment indicates that practical assessments are the preferred option with multiple choice less favoured.

This is an area which requires further consultation with industry to establish the high-level assessment and

end-point assessment to be attached to the new employer-defined standard.


• Top Apprenticeship Behaviours - ‘ Honesty and Integrity’

Employers expressed difficulty in selecting just five core behaviours considered to be most important in a

good Apprentice and felt that all 15 behaviours listed within the survey are important.

Survey findings however indicate that at 73% ‘Honesty and Integrity’ are considered as the top behaviours

closely followed by ‘Dependability and Responsible’, ‘Positive Attitude and Enthusiasm’. Further consultation

is required to validate these findings.

Other behaviours include:’Adaptability, Team Player, Effective Communicator, Self-motivation, Personal

Commitment, Safety Mind-set, Problem Solving, Quality Focus, Situational Awareness, Task Concentration and

Personable’.

Summary of key recommendations

• Primary recommendation is to change industry perceptions of plumbing through awareness raising

campaigns and providing up to date information to schools and career advisors

• Promote Engineering Technician registration through awareness raising events, campaigns and

workshops to deliver clear and consistent messages

• Provide recommendations to Trailblazer Employer Group for consideration when developing new

Apprenticeship standard

• Maintain employer and stakeholder groups as on-going working groups to develop new

Apprenticeship standard and act as the voice of the sector in regards to Apprenticeships for plumbing

and domestic heating

• Support Trailblazer Employer Group in submitting an expression of interest to gain approval to

develop a new Trailblazer standard as part of phase three

• Development of a new Apprenticeship standard with a specific route to professional registration

• Ensure future standards are and remain ‘Fit for Purpose’.


2. Introduction

The UK government has made clear, Apprenticeships should, in the future, equip Apprentices with the skills,

competence and experience needed to secure professional recognition where it is available.

The Skills for Growth White Paper (BIS, 2009) recognised the lack of technical skills and insufficient technician

level recognition across the UK and in comparison to international competitors, leaving employers with a

workforce with insufficient skills at intermediate technician, associate professional and skills occupation

levels. The proposals within this paper included ‘Expanding the Apprenticeship system to build a new

technician class with its aim of almost doubling advanced Apprenticeship places for young adults; recognised

as crucial to create a technician class’.

‘In our society, skills must always be a ladder up. Skilled people get more out of work and rise higher. The skills

system needs to mesh with our university system in such a way that there is a clear vocational route from

Apprenticeship to technician to foundation degree and beyond’ (Peter Mandelson, BIS 2009).

Further to this, the recent Apprenticeship Reform following recommendations made through the Richard

Review of Apprenticeships (2012) to make Apprenticeships more rigorous and more responsive to employers’

needs and the government’s Implementation Plan (2013) has resulted in the transition from Apprenticeship

Frameworks to new Industry defined Apprenticeship standards, with a specific requirement to meet

professional registration.

By partnering with professional bodies during the design stage of the new Apprenticeships, employers can

ensure that every Apprentice will have the opportunity to become registered through a professional body at

an appropriate stage once they have completed their training’; supporting the principal requirements for an

Apprenticeship as: employed status, technical expertise, occupational competency and professional

recognition of their skills.

Demonstrating their longstanding support and shared interest for professional recognition as a consequence

of the Skills for Growth White Paper (BIS, 2009) and Apprenticeship Reform, the Gatsby Charitable Foundation

(Gatsby) provided sponsorship for this research. Discussions between SummitSkills, CIPHE and Gatsby began

in early May 2014 with the research project commencing in June 2014.

The research, conducted as a joint project between SummitSkills and CIPHE, supported by Industry Employer

and Stakeholder Groups predominately focusses on the take up of Engineering Council registration, capturing

industry’s perceptions and barriers to professional recognition. In addition to this, to support the recent

Apprenticeship Reform further, the research also sought industry’s views on the current Apprenticeship

system for plumbing and domestic heating to determine what should be considered and addressed within the

development of any future Apprenticeship standard.


Plumbing and Domestic Heating – Industry Overview

The plumbing and heating industry is part of the building services engineering (BSE) sector, represented by

SummitSkills, the Standards Setting Organisation for the sector. The BSE sector also includes electrotechnical,

heating and ventilating, air conditioning and refrigeration.

The UK’s plumbing and heating industry has an annual turnover in excess of £13 billion

(http://tinyurl.com/nc3sm8z) and together with the electrotechnical industry it represents between 2% and

3% of the gross domestic product.

The sector is affected by changes in many other domestic, commercial and industrial environments in the UK,

as well as changes in the construction industry. The recent recession had a great impact throughout the

construction sector and especially with regards to Apprenticeship training.

It is believed that the BSE sector today comprises over 60,000 businesses employing 600,000 individuals, of

which approximately 100,000 – 120,000 individuals are employed across the plumbing and heating industry.

Page 48 builds on this information further.

During the last ten years the plumbing and heating industry has experienced many technological changes,

particularly relating to the introduction of environmental technologies and environmentally friendly

processes.

Approximately 60% of the workforce is self-employed or works in micro SMEs. Some 20% of the workforce is

employed in sectors outside of the building services engineering/construction sector such as the prison

service, local government, education and the health service.

The World Health Organisation has declared plumbers the most important front line health workers around

the globe. It is not surprising that incorrectly designed and installed or poorly maintained plumbing and

heating systems can be hazardous, and in extreme cases the consequences can be fatal. In recent years

deaths attributed to Legionella pneumophila, hot water scalding and pseudomonas have been higher than

those attributed to carbon monoxide and fuel related fatalities. There is growing concern amongst industry

organisations and manufacturers that in the event of a skills shortage, public safety could be compromised.

The need to collaborate by maintaining and enhancing educational standards that lead to professional

recognition is strongly supported across the plumbing and heating industry.

The definition of plumbing and heating is:

• The competent design, specification, installation and maintenance of all distribution and retrieval

pipework systems for the transportation of fluids, both liquid and gaseous for domestic, non-domestic

industrial and medical facilities, including safe drinking water, sewerage and drainage systems.

• The provision of relevant advice, selection and installation of all methods of energy generation and

conservation. – i.e. coal, gas, oil, biomass and micro-generation.

• Ensuring that all terminal fittings, sanitary appliances, controls and equipment allow safe and efficient

operation of systems whilst protecting the environment and all individuals.

• The protection and preservation of buildings and structures against damage, due to ingress of

rainwater by the application of suitable weathering materials.


3. Study Approach

The research study was undertaken by SummitSkills and CIPHE. Industry Employer and Stakeholder Groups

provided expert technical input and guidance.

Target audience:

The industry is predominantly made up of micro SMEs responsible for plumbing, heating, public health and

renewable technology activities. The main emphasis of this research focussed on micro SMEs currently

engaged within the plumbing and heating industry, although other interested groups were not excluded.

Individuals, employees and owner/directors of businesses across the plumbing and heating industry were

invited to participate.

Some 10,000 industry representatives, including employers of all sizes, trade associations, training providers,

stakeholders and individuals, across the UK were involved as participants through on-line surveys and focus

groups.

The research aimed to:

‘Explore how the Apprenticeship system and professional recognition with Engineering Council

registration for the plumbing and domestic heating industry is currently working across the UK. In

particular, in the case of micro SMEs, to determine how it will be maximised within a future plumbing

and heating Apprenticeship standard’

The research was carried out over a 12 week period, attracting over 500 responses.

This final report was prepared collectively by SummitSkills, CIPHE and Industry Employer and Stakeholder

Groups.


4. Methodology

The process

1. Predominately quantitative with some qualitative responses through on-line surveys

2. Qualitative responses captured through face-face focus groups facilitated by CIPHE

3. House of Lords dissemination event of key findings and next steps on 29 July 2014

Timeline

This research project was carried out over a period of 12 weeks from May – July 2014 through surveys and

focus groups involving employers and individuals across the plumbing and heating industry.

Feedback captured from 521 individuals

We were pleased to receive 521 responses from individuals across the plumbing and heating industry, of

which 50% were employers.

The main survey consisted 25 questions, focusing on understanding industry perceptions of current

Apprenticeships and professional registration.

A separate research report ‘Burning the midnight oil’ by Bright PR and promoted under the WaterSafe banner,

was recognised as complementary to this research project and as a result we built on the findings of that

report through this research, collectively obtaining over 800 responses in support of the development of

future Apprenticeships.

Focus groups were also carried out during which installers, businesses owners and manufacturers participated

in a series of discussions.


5. Research Findings

Engineering Council Registration

Thirty-four percent of the survey respondents were members of the Engineering Council, mostly at the Eng

Tech Level. However, the vast majority of survey participants were not members.

Overall there was a general consensus among all respondents that registration with the Engineering Council

was not adequately promoted within the industry. Concern was also expressed that consumers knew little

about Engineering Council registration.

This equated to 79% of respondents not registered (base=294) and 61% who were (base=172). Among those

who were registered with the Engineering Council, almost 71% of IEng level respondents didn’t view the

Engineering Council as being adequately promoted, a view shared by a similar proportion of Eng Tech’s.

Conversely, 65% of CEng level respondents thought the Engineering Council was doing enough to promote

itself.

Eng Tech IEng CEng

Yes 37 29 65

No 62 71 35

Base= 469

Base= 183


Examples of quotes from the survey noted:

• “There is very little public understanding of ECUKs Eng Tech and IEng qualifications against NVQs etc.”

• “What is it?”

• “Not being an engineer, the Council is not something which would be applicable to me and is not

often mentioned in the trade media I read.”

• “Personally I don't know what is required to be considered to join the register, do I need qualifications

or is it just based on length of time being a member of the CIPHE?”

• “Adequate for the industry but enough perhaps not beyond...”

• “Not sure what it is/does.”

• “Not many of the plumbers or my employer know enough about it.”

• “Rarely hear anything of the Engineering Council.”

• “1st I'm hearing of this route.”

• “I didn't even know about the fact that you could register as a plumbing and heating engineer.”

• “Through Trade Organisations it is but as for the General Public they are not really aware of it and its

benefits.”

• “The only engineering promoted in the UK is financial engineering…”

• “Most students as well as the general public do not know about it.”

• “Important for the trade to see this as an endorsement recognised by both consumer and industry.”

• “I believe it is a necessity for journey men to have this title to help promote the image of plumbing.”

• “We should be more proud of our engineering competence in the country.”

• “Engineers who are registered obviously know about it but other installers etc. who I talk to have no

idea until I explain it to them and then they seem all for the idea.”

• “Appears that the registration fee is a waste of money. The public are not aware of the Institute let

alone the standards and qualifications. Basically personal pride is the reason I am a member. It

seems that the public pay more attention to organisations like findatradesman.com.”

• “TV promotions, promote professional companies and engineers more!”

One respondent in particular was moved to vent their frustrations in regards to how the public perceived the

work performed by engineers, which he/she believes is much more difficult and technically demanding than is

given credit for.

• “In my opinion the term Engineer is wholly misunderstood by the British public. Registration with the

Engineering Council will make no appreciable difference. There are few actual Engineers in the

Country despite what the media would have described as such. This is because becoming a Chartered

Engineer is relatively difficult. A Chartered Engineer is expected to have a relevant academic training

to a tertiary education standard and be able to demonstrate technical knowledge in a range of

engineering disciplines. Ask a C.Eng.I.Chem.E whether he/she should be equated to a plumber or gas

fitter. To be a Chartered Chem Engineer, or Mech Eng., for example, would include academic proof of

competence in the relevant topics of thermodynamics, Heat & Mass Transfer, Materials, etc., etc. As

far as I can see, plumbing does not carry the in-depth knowledge necessary to carry out structural

design, specify appropriate materials using Fluid Mechanic principles in the manner expected of a

Chartered Engineer.”


Career progression support

Almost all of the respondents thought that the industry should promote career progression.

When asked, the majority of the survey respondents agreed that they would support an organisation such as

CIPHE to extend its license to award Chartered Engineer (CEng) Status.

The vast majority of respondents (83%) would like to see Apprenticeships lead towards registration with the

Engineering Council at Eng Tech level, although it should not be automatic.

Base= 511

Base= 502


All three professional registration levels were in broad agreement on this issue:

Eng Tech (%) IEng (%) CEng (%)

Yes 81 75 89

No 19 25 11

Gas Safe Registration

Roughly half of the respondents were Gas Safe registered:

Base= 495

Base= 504


Trade Association Membership

Approximately 34% of the survey respondents were either associated with or members of industry Trade

Associations.

A large number of other organisations were mentioned in the comments section, including:

• Scottish Electrical Trade Association (SELECT)

• The National Inspection Council for Electrical Installation Contracting (NICEIC)

• Oil Firing Technical Association (OFTEC)

• Federation of Small Businesses (FSB)

• Institute of Gas Engineers and Managers (IGEM)

• Institute of Fire Engineers (IFireE)

• Institute of Plant Engineers (IPlantE)

• National Association of Plumbing Teachers (NAPT)

• WaterSafe

• Institute of Electrical Contractors (IET)

• Electrical Contractor’s Association (ECA)

• HETAS

• World Plumbing Council

• The Society of Public Health Engineers (SoPHE).

Base= 176


Aspirations to recruit more Apprentices

As in previous questions, the vast majority of those surveyed believed it was important for the industry to

recruit more Apprentices, with Eng Tech, IEng and CEng status respondents in agreement on this subject.


Yes 98 93 97

No 2 7 3

However, when it came to how many of the respondents actually employed Apprentices, the data showed

that just over a third of the respondents (34%) employed Apprentices. No data is available to assess how

many of the respondents owned their own businesses and how many were employed (and would therefore

not personally recruit Apprentices).

When analysed by response according to professional membership level, IEng level respondents in particular

are not likely to have Apprentices or plans to take them on.

Base= 485

Base= 442



Currently employing an Apprentice(s) 30 24 36

Considering employing an Apprentice(s) 20 14 17

Do not employ an Apprentice(s) and have no

plans to 50 62 47

Between one and five is the most common number of Apprentices to be employed with over 7% of

respondents employing 11 or more Apprentices.

When analysed by response according to professional status level, again IEng stands out as being less likely to

employ Apprentices across the board. Both Eng Tech and CEng level respondents were the same with regards

to the numbers of Apprentices they employed, but differed when it came to employing greater numbers.

CEng level respondents consistently employ more Apprentices as their businesses grow.

There is a smaller number of respondents taking on between six and ten Apprentices for Eng Techs and IEngs.

Many medium-sized companies have struggled to remain profitable during the recession, and there is a well-

recognised ‘hurdle’ that medium-sized companies must take as they expand and invest in the infrastructure to

get to the next level. This may be reflected in the numbers of Apprentices they can afford to take on, but it is

not a problem that CEng level respondents appear to have.


1 11 7 11

2-5 14 4 14

6-10 2 4 11

11+ 7 7 11

None 66 78 54

Base= 406


Investing in training and qualifications

The vast majority of respondents expected their Apprentices to achieve both NVQ Level 2 & 3.

Again, almost all of the survey respondents thought it was important to invest in training for employee’s

development (96%), while a small percentage thought that training on the job was more important (4%). It

was not clear whether these respondents were referring to all staff in general, including office-based

functions, or whether they did not fundamentally agree with the current NVQ qualification route, which is

approximately 20% theory-based learning in a classroom.

Base= 245

Base= 474


Apprenticeship duration

When asked what they thought was the appropriate length of time for an Apprentice to achieve NVQ Level 2,

the majority of the survey respondents (61%) thought that 24 months was an adequate amount of time.

However, a significant proportion of respondents believed the process should be 12 or 36 months. This was

also the case regardless of professional registration level, with respondents broadly agreeing that 24 months

was appropriate. However, a significant proportion of CEng level respondents (29%) felt it was possible for

competency to be achieved within 12 months compared to those at IEng (10%) and Eng Tech (7%) level. Very

few CEng level respondents thought 36 months was appropriate compared to almost a third of Eng Tech and

IEng respondents respectively.

Some comments that were made by survey respondents fell broadly into the following categories:

That only Level 3 should be available:

• “I believe that all plumbers should be trained to Level 3 minimum basic qualification.”

• “I do not believe that NVQ Level 2 is at a competent level to remain in industry and would see this as

an intermittent qualified stage before Level 3 only.”

• “I do not believe that Level 2 be the minimum and should take into account the science of plumbing

and heating, not just is the pipe straight but why it’s there and why it is sized for its duty.”

• “Level 2 should be removed and it should be Level 3 only.”

• “I believe Level 3 should be the requirement.”

• “The requirement to complete a Level 2 as a pre-requisite to Level 3 needs to be removed!”

• “I believe that Level 2 DOES NOT train an Apprentice to have industry recognised competency. It

should be a milestone on the way to Level 3 training and not a destination.”

• “A competent plumbing and heating craftsperson needs to be at N/SVQ Level 3.”

• “Having had a lot of Apprentices over the last 15 years at Level 2 they seem to know very little and

still need constant supervision.”

• “Should be Level 3.”


12 months 7 10 29

24 months 60 57 68

36 months 33 33 4

Base= 450


That competency can be individual specific:

• “Some of the more able candidates, could complete sooner, but certainly no less than 12 months in

order for them to gain some experience working onsite.”

• “Depends entirely on the competence and enthusiasm of the person concerned.”

• “OR SOONER IF ABILITY ALLOWS - (THIS IS SUPPOSED TO BE THE WAY OF THE NVQ SYSTEM?)”

• “Time is irrelevant. Competence is not time-dependent. This question is the same as what age should

you be to achieve Grade 8 on the piano.”

• “36 months for a school leaver. 12 to 24 months for someone changing career dependant on ability.”

• “Some kids just aren't sharp enough after 1 year for a Level 2.”

That level of progression should be based on the employer’s needs, not the Apprentices:

• “We only require Apprentices to be trained to a level to carry out the plumbing needs of the

employer, and trained to an advanced standard is not required. If the Apprentice wants trained to

level 3 then they should do that at their expense and in their own time.”

That the training should be shorter, with some suggestions how this could be achieved:

• “Can set up a "semi-skilled" category for those after 12 months training and passed a trade test.”

• “Level 2 & 3 should be combined to reduce the overall 4 year timespan, with the majority of the

training happening on site in a real working environment. Classroom based assessments to test skills

is a small part - the real learning and experience happens on site.”

That the training should be much longer and should be the way it was ‘in the old days’ – i.e. longer training

of four or five years:

• “48 months for NVQ Level three. We need to make sure it's a trade and not a way to make a fast

pound.”

• “As an employer all the operatives I employ are older than me and I am 44. All the younger post

C&G596 lack the good basic grounding in plumbing and heating 596 gave. 603 was a paper ticking

exercise and you do not get the same quality but the changes were to allow the school rejects without

sufficient grade go somewhere and we are now suffering a poorer grade of operative. Minimum

entry Grade B maths.”

• “Apprentices starting at school leaving age are too young and not career focused when completing

Apprenticeship. Extending the period of training would give opportunity to complete training to a

higher standard or to ensure they have proven their skills in the real world before being awarded full

qualification.”

• “I believe in the return to a 5 year Apprenticeship covering commercial and industrial plumbing with

appropriate technical instruction including an element of design ability.”

• “I believe that the old Apprenticeship should be the answer, some that are trained still do not know

the little things like fall of soil or waste pipes.”

• “A minimum of twenty four months but with today's new technologies thirty six would be preferable.

• “When I did my Apprenticeship 1962- 67 it was 5 years before you were qualified.”

• “The general skill base at Level 2 in 12 months does not give a broad enough range of experience and

site based training.”

• “I feel that you learn the necessities and basics of plumbing over 24 months in Level 2, however you

must progress onto a Level 3 programme and complete another 24 month programme where you will

learn the complexities of plumbing systems and only after completing a four year Apprenticeship an

Apprentice should be certified as qualified.”

• “We have had a number of Apprentices who have joined us with Tech Cert Level 2 or NVQ2 and

frankly their theoretical and practical skills have been below that which we would consider directly

usable as an employer.”


• “If you are going to use the Heating Engineer then they have to be qualified in Gas Oil or Hetas and

that would take 3 years minimum.”

• “5 years min.”

• “It took me 4 years to acquire my C&Gs”

• “At least 36 months.”

• “An Apprentice needs time to understand theory and gain practical plumbing skills.”

Timing was dependent on the course being completed:

• “More for heating engineer with gas or other fuel qualification.”

• “This all dependant on the content of the course and the attendance criteria. 12 months of full time

college based work is not the same as 12 months of two days per week at college and 3 days per week

on site.”

• “24 months would be the duration for a part time day release student to become fully competent in

his trade, 12 months would be required for a student on a full time course, the short courses that are

available whilst a good thing, (because they address the shortages in the plumbing field) should not

be deemed fully competent until 18 months has passed (difficult to administer).”

• “The question is somewhat cursory, there are many aspects to plumbing and one won’t necessarily

come across all areas in 12 months, possibly not even 36 months. To be competent at something one

needs to experience it, if your question is 'capturing' domestic works then it could be 24 months.”

That 24 months is adequate:

• “Two years is adequate to cover the basic plumbing skills for a Level 2 operative.”

• “24 months should be the minimum time, longer for part time evening only students.”

• “Two years is sufficient for Level 2.”

• “To cover the range adequately it requires 24 months, they should remove the 3 to 6 month courses

which creates partly trained plumbers.”

• “I would have thought that 24 months would be more than sufficient to accomplish the required

Grade.”

• “24 months is appropriate, not too short for technical and skill training.”

• “I believe that 24 months is an appropriate amount of time. 12 months would rush learning to an

extent that would be a barrier to understanding.”

• “An Apprentice needs time to understand theory and gain practical plumbing skills.”

• “There has to be a reasonable amount of time during the initial learning period, to be able to be in

situations where you can physically put in to practice the things you are learning, so that they can be

absorbed and rationalised. However, if this period is too long, there is a risk of seeking shorter routes

into the industry leading to a poorer quality of work and practices.”

• “24 months is adequate to allow someone to find out if he is going to be able to qualify as a Pl&HEng.”

• “As long as reasonable but probably quicker than is currently available under the present college

terms and extended holidays.”

• “It is important that they gain all the skills required, both technical and practical and are able to use

these skills, I don't believe a shorter period would allow for this.”

That the system is not suitable or could be modified:

• “Should be weighted to hands on learning supplemented by night school or short top up courses.”

• “Ok for the people but what about middle aged who have been plumbers for many years maybe from

a skill centre and are now told they can’t upgrade?”

• “I DON'T THINK THAT THE NVQ SYSTEM IS VERY GOOD AND SHOULD BE REVIEWED MORE IN LINE

WITH THE OLD CITY AND GUILDS FORMAT.”

• “A combination of practical and academic skills and knowledge should be required for a crafts person

and I believe this should be attainable in 24 months.”


• “More ought to be done for mature students joining and training.”

• “The training in colleges and other providers is at best poor in many cases and C&G seem to be

dumbing down on the requirements for training.”

• “The level of skills have dropped since the City & Guilds exam was axed. Modules are done, tests

completed and then it is all forgotten. The old exam system meant you had to know it to pass.”

• “The current scheme is a joke we have employed Apprentices over the last 14 years and the

framework is all wrong.”

• “If Level 2 only includes one specialist element then my view is that it should be extended to include

all alternative energy sources.”

• “If the required level for complete competency was left at Level 2 it should have the full overview of

the water regulations.”

When asked what they thought was the appropriate length of time for an Apprentice to achieve NVQ Level 3

after achieving Level 2, around half of the respondents felt that again 24 months was an appropriate length of

time.

This was also the case for Eng Tech level respondents (59%), however, a significant proportion of IEng and

CEng level respondents (42% and 41% respectively) felt competency should be within reach of an Apprentice

within 12 months.


12 months 23 42 41

24 months 59 35 48

36 months 18 23 10


Some comments that were made by survey respondents fell broadly into the following categories:

That competency can be individual specific:

• “The time to complete is irrelevant.”

• “As above I have had three trainees sent to me by a quick-train college in West Yorkshire. One was

quick to learn and keen. The other two will never make competent tradesmen because of their

attitudes. Time will not make an impact on their training schedules.”

• “Do not see the need for the application of specific time scales to achieve.”

• “Difficult question, I would think that this decision should be based on the competency of the

individual in question, some folk are better with their hands, some talk the talk but cannot walk the

walk.”

• “Depends entirely on the competence and enthusiasm of the person concerned. Why make an

enthusiastic competent engineer take 3 years if they can do it in one year?”

Timing was dependent on the course being completed:

• “This would depend on the route which the Apprentice takes with the qualification e.g. Gas route.”

• “This all dependant on the content of the course and the attendance criteria. 12 months of full time

college based work is not the same as 12 months of two days per week at college and 3 days per week

on site.”

That the training should be short:

• “On the basis that a sound level of competence has been achieved at Level 2, it should be possible to

raise this to advanced with a further 12 months experience and training.”

• “In practice Apprentices do not develop sufficient practical experience within the current time scale. It

takes at least 5 years to become a fully competent worker who can be sent into any circumstance

with confidence.”

• “12 months should be the minimum time, longer for part time evening only students.”

• “12 months for more advance training is suitable.”

• “I have ticked 24 months but feel that 18 months is more appropriate, with 12 months spent on more

theory and the last 6 months spent on putting the theory into practice.”

That 24 months is adequate, with the possibility to extend if working with Gas:

• “Any less and they will not have the relevant workplace experience to complete the additional units

and gain competence.”

• “Yes I have completed both Level 3 and Level 4 IMHO most guys on my Level 3 course didn’t have a

clue about complex plumbing systems 1 year extra would have made a big difference for them.”

• “At least.”

• “Again 24 months to cover the range adequately, with an extra 12 months for Gas. Currently there is

not enough time to complete the Gas and the range required.”

• “There is potential to extend Level 3 if the Apprentice/employer wanted to cover a wider range of

training i.e. gas options & renewable technologies.”

• “I believe that 24 months is an appropriate amount of time. 12 months would rush learning to an

extent that would be a barrier to understanding.”

• “Dependant on the pathway chosen, this may go beyond the 24 months, as gas pathways have many

GLH's attached and you need to ensure the individual is competent and confident in what they are

doing.”

• “So many young people are coming through the trade these days without the training required as the

duration of training is far too short.”

• “This should be a minimum.”

• “Passing exams/tick boxes are great, but nobody fails anymore. Only experience makes the plumber.

We have 6 week wonders applying and they are more of a liability than a 2nd year Apprentice, they

want the wages, they wave the paperwork but definitely don't have the skills and experience.”


That the training should be much longer and should be the way it was ‘in the old days’ – i.e. longer training

of four or five years:

• “Cannot be rushed through.”

• “Level 3 should be the benchmark for qualified status. Having completed a pre-NVQ Apprenticeship

with the JIB the level for completion of college was an advanced craft or HNC over 4 to 5 years (16 to

21), which I felt created the best mix in practical and theoretical knowledge; particularly relevant with

increases in technology and need to understand low carbon solutions.”

• “Should be Level 4.”

• “I believe a longer time is required as an advanced plumber is required to be able to problem solve

without being present on certain problems (I have done but it took me a long time gaining

experience).”

• “Or 30 months.”

• “48 months.”

• “5 years min on-site training with an engineer.”

• “As a plumber you never stop learning working with older plumbers can give this experience.”

• “It has been 4 years for generations, why are we changing it? I do think though that after four years

the craft Apprentice who is a protector of public health should have the equivalent of an ordinary

degree at least.”

That the system is not suitable or could be modified:

• “All colleges want the money and the students, the quality of students are not good, and their

knowledge of central heating is terrible. Too much has been taken out of the City & Guilds

qualification, they are more like bathroom fitters.”

• “There should be a break in between Level 2 and 3. If businesses want a person to progress they

should invest time to allow a person to expand their knowledge in a trade area on site. Should that

person prove their worth, then invest the money to allow them to achieve a Level 3. If we are

expecting in the future to work until they are 70 then this short time between Level 2 and 3 would

sort the wheat from the chaff.”

• “I would think at Level 3 it would be mandatory to have a couple of years of experience working on

the job.”

• “When I undertook my Apprenticeship in my previous employment it was for a minimum of 5 years

and incorporated on the job training. Many Apprentices we have taken on who have a Level 2 have

been of the opinion that they now 'know it all' because they have a certificate. Greater emphasis

needs to be placed on showing that L2 & L3 are but stepping stones. There is also often the

expectation amongst Apprentices that as they undertake gas training in L3, that they will be able to

get Gas safe registered and hence work unsupervised on Gas appliances with minimal experience .... I

find this both a troubling and potentially dangerous concept.”

• “12 months should be allowed depending on what pathway the candidates follows. I believe that

using new technologies such as e-portfolio and digital assessing that a Level 3 Apprenticeship with

Level 2 completed en-route could be completed within 3 years, allowing for 1 year onsite as an

improver year still making the Apprenticeship a 4 year journey.”


• “Should not include gas, keep plumbing to advanced plumbing.”

• “Between 12 to 24 months depending on the available pathways and content.”

• “It would appear that training is based on new works, more time is needed on repairs in old

buildings.”

• “I don't think the frame work at the moment caters for the sole trader, who if NVQ2 qualified after a

suitable period will have by default attained Level 3?”


Current qualifications and content

When asked whether they thought the current qualification system was fit for purpose and met the needs of

Apprentices, employers and the industry as a whole, opinion was divided.

It was the same story when the responses were analysed between the different professional status levels,

with one notable exception. CEng respondents were either a ‘yes’ or a ‘don’t know’.


Yes 31 21 53

No 42 52 0

Don’t know 27 28 47

When asked whether they thought the current NVQ Level 2 Plumbing and Heating content (which generally

covers the planning, installation, testing and maintenance of cold water, hot water, central heating, rainwater

and sanitary pipework systems), was appropriate, the majority of respondents (86%) on the whole agreed.

Base= 454


The IEng level respondents were less convinced compared to Eng Tech and CEng level respondents, but on the

whole broadly agreed.


Yes 85 70 89

No 15 30 11

The main themes that came from the comments fell into two categories: additional subjects respondents

thought ought to be covered at Level 2 and how the Apprentices should be taught.

Additional subjects:

• “An introduction to renewables would be an advantage.”

• “I do feel that there should, at the very least, be an appreciation of Sheet Weathering systems

(especially Lead-work). Formal assessment need not take place but the candidate should know how to

make a building watertight and not just a set of pipes.”

• “Should include solar hot water and make up water for AC system.”

• “Needs much more emphasis on renewable/energy conservation & legislation.”

• “Basic level of skills for green technologies should be added as a matter of course.”

• “Green trades should be covered.”

• “New technology & environmental issues need to be included, plus an understanding of general

construction techniques.”

• “+ new technologies and pipe systems.”

• “It states maintenance, this is for the new products and current systems, it does not cover existing

systems and materials, plus sheet lead weathering.”

• “Although this is correct as far as in college quals' go, it is very difficult and sometimes impossible to

reach the criteria. The problem is that plumbing companies specialising in construction-installation

work tend to not deal with maintenance plumbing, and vice versa. Therefore it is difficult for trainees

working on a building site to reach the criteria with regards maintenance”.

• “Weather proofing should be reinstated.”

• “Should also include underground drainage.”

• “More renewable technologies are required as a part of the syllabus.”

• “I'm inclined to tick yes, but the content of these subjects needs to be more in-depth The H&S module

should be part of the entry qualifications for starting Level 2.”

• “I would like to see a return to instruction to include metal roofing techniques.”

• “I think lead work should be included as well.”

• “Are we covering all metals? I recently helped a very good, but young plumber that could not do steel

pipes.”

• “Plus also alternative energy, if it is not already included.”

• “Relevant renewables plus Basic electrical training required in today's work-environmental.”

• “Provided that these are taught properly. There may also be a case for the inclusion of other areas of

skill in certain parts of the country, i.e. Leadwork.”

• “Should cover some aspects of the Water Supply (Water Fittings) Regs 1999. Perhaps the Backflow &

cross connections section as a minimum.”

• “Needs much more emphasis on renewable/energy conservation & legislation.”

• “This should also cover underground drainage and the essential Water Regulations, Water Regs is

generally at Level 3 and is too late, and this must be at Level 2 with a C&G/BPEC type certification.”

• “I said yes provided the water regulations was another unit.”

• “Working with lead should have been kept in the curriculum.”

• “It is the basic qualification, although it should not include low carbon steel, but have this as an

optional course.”

• “Lead work is no longer relevant. More on renewables is required.”

• “So long as the basic heating supply/source technologies are covered also.”


• “Yes but with greater emphasis on efficiency in design and application and more references to a wider

energy environment. Covering basic principles with more detailed technical application being at Level

3 therefore a natural progression.”

• “Water regulations, what to do where to install. The importance of installing approved materials.”

• “Underfloor heating and basic sustainability ought to be included.”

How they should be taught:

• “I think we expect our students to be competent within all these areas, at this stage in their careers

they have minimum experience. It provides a good grounding, but there has to be some responsibility

from industry to provide relevant on-site training.”

• “Yes, but more emphasis should be put on the workplace evidence rather than the college workshop.”

• “Yes but where ever possible the employer should also undertake additional training to show the

individual how the whole company operates so they have a broader understanding.”

• “Yes I do think that this is appropriate, however the way the learners are tested is inadequate. It

needs to be a mix of assignments, on-line exams and written exams. The multiple choice do not allow

the learner to demonstrate the depth of their knowledge.”

• “Gives a good grounding to key areas of plumbing. However many first year will be tidying vans,

getting tools and materials, basic tasks. It is hard to match the onsite learning with off the job training

in these areas and difficult to complete the onsite competency assessments required for the plumbing

Apprenticeship programmes.”

• “But needs to be more in depth and a lot more hands on training backed up by relevant theory and

this needs to be greater sponsored by manufacturers.”

• “But again with site experience.”

When asked whether they thought the current NVQ Level 3 Plumbing and Heating content (which generally

covers the planning, selection, installation of complex systems, testing, commissioning, service and

maintenance of cold water, hot water, central heating, rainwater and sanitary pipework systems, along with

fuel options or environmental technologies) was appropriate, the majority of respondents (88%) on the whole

agreed.

Again, the IEng level respondents were less convinced compared to Eng Tech and CEng level respondents, but

on the whole broadly agreed.

Eng Tech IEng CEng

Yes 88 61 93

No 12 39 7


The main themes that came from the comments fell into two categories: additional subjects respondents

thought ought to be covered at Level 2 and how the Apprentices should be taught.

Additional subjects:

• “Gas installation and testing should be included.”

• “Also believe there should be a small section on plumbing history at Level 3 level.”

• “Need design and drawing as is required in Europe (Germany/Swiss).”

• “Renewable energy section should be compulsory along with practical experience of one of the micro

technologies.”

• “Further specialisation should be adopted within Level 3 and should cover an increased scope in

renewable technologies.”

• “Also to include sheet weathering a roof repairs.”

• “Why should the Plumber be dealing with "environmental technologies?" This should be covered

within the rules of installation, the young plumber has enough to remember, other issues come

later.”

• “Should including solar hot water and make up water for AC system.”

• “More movement away from gas towards renewables - biomass technology etc.”

• “Take out gas, keep the plumbing totally as plumbing.”

• “Level 3 also covers the Water Supply (Water Fittings) Regs 1999.”

• “The dominance of outdated technology should be challenged, modulation controls and bus

therm/BMS should be taught above on/off control. German engineering standards such as VD1 2035

parts 1 & 2 & 3 should be adopted because UK might as well be written in crayon, due to being

dominated by manufacturers commercial investment into standard development... Almost corrupt

the way British Standards are influenced by vested interested (chemical companies, TACMA etc.).”

• “Could be extended to include other types of water systems i.e., Distilled, Low Pressure and High

Pressure Steam. Medical Gas's, Special Drainage Systems for contaminated or radio-active discharge

effluents.”

• “More information and guidance is required on all renewable energy pathways.”

• “Some understanding of legislation of the contractual relationships & pricing needs to be included.

Also First Aid basics and task methodology including risk assessment.”

• “It should cover topics not covered at Level 2 and bring plumbers up to date with current and

emerging technologies.”

• “As above in regards to timescales. Fuel options is becoming more predominant as this should take

into account the type of system to be installed.”

• “Better to include awareness on other pipes services.”

• “More renewable technology required.”

• “Whether or not drainage above ground is taken care of by plumbers, should be clearly defined.”

• “Not every company is working with gas and so should be a bolt on course not mandatory.”

• “Government regulation, water quality.”

• “Perhaps more involvement with relevant industry challenges and possible innovation and growth.”

• “More needs to be covered on design, pipe sizing, heat loss calculations, pump specification and sizing

boiler sizing, pipe sizing, more complex systems, buffer vessels, low loss headers, de-aeration of

system, water quality, more on the science behind water.”

• “At this level there should be an understanding of design principles.”

• “Gas should be a given, as the majority of employers want their Apprentice to become Gas Safe

registered.”

• “Solar thermal & ASHP should be part of Level 3 as a standard.”

• “Gas should be in the core units.”

• “Although I think the term should also emphasise energy efficiency more and incorporate in a broader

and general sense with more specific detail of technology as part of a pathway.”


Related to how the Apprentices are taught:

• “But the course is 2 short 9 college months, it should be 3 years, 2 years theory and last year pick a

fuel gas /oil renewables.”

• “Again I am inclined to tick yes, but the options should be part of the mainstream course.”

• “Now as a plumber you are not allowed to install gas equipment and I feel that it has gone over the

top as there used to be just Corgi and inspectors and BS standards then ACOPs with 16 modules and

now ACS with approx. 176 modules I have been with Corgi seen 1976 our gas number is 7036 less

than 10,000 members.”

• “Again not come across an Apprentice who could carry this out after competing Level 3, they still

need years of training.”

• “It's a joke made to put bums on seats. Not getting engineers trained to a set standard we need. It

requires 5 years on site, 1 day a week at college.”

• “It is the lucky few whose companies offer this broad spectrum of work.”

• “But I do not believe that this qualification approximates to an OND, let alone an HND in Engineering

disciplines.”

• “Needs to be more specialised, or training over a longer period.”

• “But more knowledge is absorbed while "on the job".”

• “If people only go as far as Level 2 then they should only be allowed to fit & commission certain

things. When heating systems etc., have to be energy rated next year Level 2 possessors should not

be permitted to do this.

• “Training is not extensive enough in these areas.”

• “Where an Apprentice does not have access to any of the environmental technologies or gas, then

they would not be able to undertake and complete a Level 3 qualification. There should be a

qualification geared towards just domestic plumbing and heating as in the previous qualification for

the Level 3 NVQ.”

• “Fuel option should be at advanced level.”

• “Yes again this gives good grounding and if completed properly gives good evidence towards industry

accreditation of chosen pathway, i.e. gas. However problems arise when the employers are not

carrying out the appropriate testing procedures. Many employers do not use weir cups or pressure

gauges to confirm incoming mains pressure for example and it seems that many hire in third parties

to commission jobs.”

• “These units are appropriate, however I am aware that there is also an electrical unit within the

framework which is the largest unit in it and cannot be taught by a plumbing tutor. I feel this is wrong

and there are too many GLH's set to this unit, it should be streamlined.”

• “Introduce portfolios and collection of works and the Level 3 craft Apprentice should be awarded a

degree after 4 years or at least have an easy progression route of short duration to accomplish a

degree.... Why not? You can get a degree for a lot less.”

• “A Level 3 Qualification is certainly seen as a problem solving Qualification and should be seen as a

qualification that is worthy of a competent plumber to work towards.”

• “Yes I think such a wide and diverse range needs to be covered if we want professional people to

work Engineering Technicians.”

• “I think it looks rather too much. Fuel options, Environmental technologies should be an additional

qualification should the Apprentice wish to avail him/herself of the option.”


• “I do think that the fuel 'option' should be made compulsory though as some employers are

substituting cheaper solar options and the Apprentice isn't getting the fuel option in their

qualification.”

• “But the next stage. HNC/ HND should be as important to make it professional.”

• “I would consider an Apprentice at this level to be an improver who would need further site

supervision.”


• “I feel the monitoring of all NVQ s are not constant and vary some higher and some lower. The old

style Trade Examinations had set answers and Levels of performance to a better standard. Not

assessments.”

• “But in reality a lot more training is required to run a business and you have to have experience and

common sense and be confident and intelligent.”

• “But local colleges (normal ones anyway) are not being open to the alternative routes, meaning that

my Apprentices will never achieve above Level 2.”

• “But as we all know it takes years to fully understand and put into practice all of the above.”

• “I feel there needs to be also a bigger focus on practical on the job inspections.”

• “More theory and a greater academic emphasis should be placed on all of the courses.”

• “It’s a lot better than what we have had in the past. I do think there still needs to be more practical

and relevant theory, it tends to look towards management which at this stage these Apprentices have

only just started their career. We need quality trades people first, if they choose to do a more

design/management course in the future they can. 'Just because you have passed your driving test

does not make you a good driver'.”

• “That this is all far too complicated and too prescriptive in some of the assessments.”

• “Again should include introduction to further education opportunities such as NVQ Level 3 and Level 4

this being equivalent or of the same standing of a foundation degree for progress on to a full building

service degree.”

• “Needs broader base.”

• “This does not offer some skills that are required and each college or training centre may have a

different criteria.”

• “Yes, but more emphasis should be put on the workplace evidence rather than the college workshop.”

• “I believe that they should be separate professions, to develop a greater awareness of the industry

and to be in a better position to pass experience on in the future.”

When asked whether they thought the current NVQ Level 2 Plumbing and Heating qualifications were

designed to develop an individual so they can work competently on their own while under the instruction of

another, again the majority of respondents (88%) on the whole agreed. All levels of professional registration

were in agreement too.

Eng Tech IEng CEng

Yes 83 84 90

No 17 16 10


The comments that were made by survey respondents fell broadly into the following categories:

Qualified Level 2 Apprentices are at higher level of competence than generally perceived to be:

• “I believe Level 2 Apprentices should be able to complete smaller, non-complicated tasks without the

guidance of supervision.”

• “This should be done under some supervision.”

• “They should be able to work on their own.”

• “Level 2 should make you competent to work alone.”

• “Should be able to work independently at this level.”

• “Many Level 2 qualified plumbers work on their own and I consider that providing they only

undertake work for which they are trained and competent, it is quite acceptable for Level 2 plumbers

to work without instruction.”

• “There should be more emphasis at Level 2 on working as an individual without supervision, as this

would embed 'intuitive' skills. A 'supervisor' could be on hand at the end of a phone line for advice if

necessary.”

• “I've been working very happily for myself for the last 12 years with this qualification. I think it entirely

depends on what level of work is being undertaken.”

• “No I have proven a Level 2 can work on their own, with use of a mentor for the first year.”

• “Guidance would be more appropriate.”

Qualified Level 2 Apprentices are at lower level of competence than generally perceived to be:

• “They are never put in a situation in college where they have to plan a job, think it through, organise a

list of materials for their work. If they cannot do the above with me they are gone, as I don't have

time to be their mother.”

• “No, Level 2 qualified plumbers should not be allowed to work on their own.”

• “If only it were true.”

• “Whilst I think this is correct I do not believe that this happens often enough in the workplace

environment. Again I think this is down to the employer/mentor that the Apprentice is with.”

• “Level 2 qualified plumbers should not be permitted to work on their own as they do not possess

sufficient theoretical knowledge to undertake the job and understand the implications of their

actions.”

• “Individuals with Level 2 qualification work under supervision and instructions of another qualified

plumber to gain more industry practical work experience (Apprentices).”

• “Level 2 does not provide enough scope for competency, for working on their own. In my experience

Apprentices do not reach that stage until Level 3.”

• “I do not think Level 2 meets the requirements of competence.”

• “Most students are not aware of this and are under the impression that Level 2 is a full qualification.”

• “But this is not happening.”

• “But they don’t let’s be honest, there is not enough training and assessments, need to be more strict.”

• “No, not until Level 3 has been undertaken.”

• “At least Level 3.”

• “Referring to my previous comments, I do not feel that this is the reality of the situation when they

leave the college environment for the real world.”

• “I am confused - Level 2 means I am competent on my own while under the instruction of another -

this is an oxymoron. Either I am competent to work on my own to the level of my qualification, or I

need further instruction to gain competence at NVQ Level 2 - I think this is very ambiguous and may

well lead to individuals getting an NVQ2 qualification and then starting their own business, with no

instruction.”

• “There are too many people out there with the most basic or no proper practical experience, they

also have little or no insurance and take on work they are not trained for. The Gas Safe Register is

always chasing these people instead of working with the people they have.”

• “Providing they are being observed during the work.”


• “The only issue is perhaps that, similar to driving, if you learn with someone who has been on the

road for 20 years and is not an instructor, you are more likely to pick up their habits which are not

always accepted as doing it 'by the book'.”

• “They should be under the supervision of others not under their instruction...someone at Level 2

should be carrying out work they have demonstrated competence in.”

• “Yes the qualification is designed to do that but often the input of the Apprentice does not match

that. There is a significant change between school and work and many Apprentices seem not to be

able to adapt to self-study and the responsibility of completing their own work. Qualifications have

changed and need the full efforts of the learner.”

• “A Level 2 plumber should be competent under supervision.”

• “Providing the instructor & the individual appreciate the implications of the "lone" worker.”

• “You must be joking!”

• “Only working as an Apprentice.”

• “Needs policing.”

• “They do not achieve their goal yet still pass them off from college.”

• “Whilst a Level 2 plumber can be deemed competent he is only competent in the field of Installation

and as such, should he be outside his field he must be instructed and his work assessed.”

• “Many assessors complain of the student’s company’s abilities to liaise when they have or are actually

going to carry out these works.”

That the competence level of Apprentices is down to the employer’s expectation and attitude:

• “To a point, I would like every employer to think back and ask themselves what they were doing in the

industry when they were 17-18, give these people a realistic time to develop. The number of

companies that say 'he's no good he can't install a full heating system!”

• “I would like to see employers made more aware of this need, instead of the attitude of some - i.e. “I

wouldn't let them loose with a soldering torch etc."

• “All candidates must have a supervisor that is competent to advise and guide them, not just use the

student as a slave.”

• “Unfortunately many M&E contractors, due to the hire and fire nature of the building industry,

routinely employ agency workers and expect to manage them not to supervise them. Then the

contractor complains but does not accept that they are in the wrong when the standard of

workmanship and understanding of specification requirements is not met by the so called

tradesmen.”

• “It may sound good but I feel that there is a need for closer supervision of students/Apprentices while

performing on-the-job.”

• “Without Level three, they should not be let loose.”

• “Maybe after 3 years, 2 years is still too soon for most trainees.”

• “IT WILL DEPEND ON THE COMPETENCE AND SKILLS OF THE PERSON WHO IS ACTING AS THE

INSTRUCTOR. A LEVEL SHOULD BE DECIDED FOR THAT PERSON.”

Would like to see modifications to the existing system:

• “A happy medium, and regular contact from the local Water Regulations inspector or a lecture from

each college to see how their progress is going and make an assessment from there.”

• “Level 2 qualification should be with a qualified Plumbing & Heating Company only and not just

College based.”

• “To a degree, as I have known candidates that don't want to on gas or other technologies, but the

Level 3 doesn't give the option of them to just do the core subjects to further their understanding of

more complex systems, without them choosing gas, fuel or environmental options. Many are happy to

be bathroom/kitchen installers and would/could benefit from the core subjects on Level 3, but tend

to end up doing these as standalone short courses.”


• “A qualification needs to include multi-skilling elements for craft personnel entering the industry at

this level for one of the pathways (for both young and mature operatives). This would support career

progression and flexibility for employers on major sites.”

• “The initial training needs to be better quality and spread over a longer time and college etc. need to

stop taking on trainees just so they can claim the funding.”

• “Most people like myself that employ people are keen to teach new young plumbers and get back to

when a plumber was and still is the most skilled tradesman on site.”

• “I consider that different levels can confuse the trainee, levels are fine as long as you are also told that

you are not a plumber until you have them all.”

• “Unfortunately however, not operating in that way in relation to many small or micro businesses.

Seen as the minimum requirement to practice with add on Training to deliver Environmental

Technology gain MCS accreditation or undertake Building Regulation compliance areas.”

• “Site work is an essential part of training.”

When asked whether they thought the current NVQ Level 3 Plumbing and Heating qualifications were

designed to develop an individual so they can work competently on their own, and take responsibility for their

own work and the work of others, again the majority of respondents (87%) on the whole agreed. All levels of

professional registration were broadly in agreement, with IEng level respondents to a lesser degree. Every

CEng respondent to this question chose only the ‘yes’ option.


Yes 81 77 100

No 19 23 0


The vast majority of comments that were made by survey respondents were directly about experience for a

young tradesman in a supervisory role:

• “I think that taking responsibility for their own work is correct but not the work of others. I think the

Apprentice needs to build up their experience after the qualifications are achieved and needs to

prove to others that they are capable of being left to work on their own before being given the

responsibility of supervision of others.”

• “No, I worked my way up and after my time and working I progressed to site Foreman, Project

manager, Contracts Manager, Estimator and finally Director. The training in this area should not be in

the plumbing training but like I did went on and did Construction Craft Supplementary Studies,

covering costing, measuring, supervision, H&S etc. The plumbing course is to teach plumbing, if they

want or need to manage a site they need experience first and then return for specific training. I would

rather have a competent plumber and then add those skills later, than have a half-baked plumber that

doesn't understand the system, who thinks he can supervise a site.”

• “I see L3 as being more advanced than L2 in terms of occupational competency only. As in more

competent in terms of gas, unvented hot water and water regulations. I do not see the qualification

as being a supervisory one. This will come with site experience and possible relevant supervisory

qualifications.”

• “No, again too much too soon, let them develop, site experience is everything with a good relevant

education and training at College.”

• “But it’s important to allow the person to grow and gain confidence before putting in a supervisory

position.”

• “They should at this stage be able to carry out different ranges of installations but an inspection from

an inspector or lecturer for his comments.”

• “After gaining years of experience then they can take responsibility of others. Not at the start. Level 3

should be the gateway into further education and career progression.”

• “This can be used effective, if used correctly. However I don't believe Level 3 is a supervisor role,

because you are still getting extended knowledge of plumbing and heating systems. Supervisory roles

should be at a Level 4, or get Level 2 up to a very competent Level 3.”

• “Yes but in reality you are not fully able to do this without a few more years of experience. It is

experience out in the field that is more relevant.”

• “Level 3 should be working on their own, but have the full support and help from their employers

when they have problems as they are still very "green" to the industry.”

• “Competency is gained through experience as well as industry training. A Level 3 Apprentice does not

under any circumstances possess the skills to be responsible for others.”

• “Not straight away after Level 2, 4th year – yes.”

• “But again to defined levels of Skills.”

• “Again there is a case or greater monitoring and accountability especially at these most critical times

in the training process. Regarding the question below there are a number of techniques to measure a

student’s progress and whether he/she has assimilated the subject, and each has their place. Another

factor which hasn't been clarified here is whether this is referring to the acquisition of skill or

knowledge, both of which are completely different.”

• “Providing they have enough on site experience.........experience and competence only comes with

time.”

• “Maybe after 5-6 years of training & on-site experience.”

• “As with all things, the more experience the plumber gets the better able they are to carry out the

tasks identified above.”

• “But for me having a large gap between nvq2 and nvq3 (approx. 6 years) worked brilliantly for me. It

meant I got a lot of experience in between and really knew what I was taking on with nvq3.”

• “Level 3 will need to be longer to achieve this in my experience.”

• “I would think a Level 3 learner should still be under the supervision of a more senior representative

of the company, who would also be responsible for the work of others.”

• “Not without further certification.”


• “Having completed their Apprenticeship and gained their qualifications, I think experience is required

before expecting young Tradesmen to take too much responsibility.”

• “Achieving a level for yourself does not necessarily mean you are competent to supervise others.”

• “Present Level 3 plumbers would not have the knowledge to cope at site level.”

• “Level 3 is about working at a higher technical level....supervision should be a separate part of the

training with the requirement to have a Level 3 to move onto a supervising role. It is wrong to assume

that everyone who has a Level 3 is likely to be suitable for a supervisor role.”

• “It's far too much pressure to impose on an individual.”

• “Expectations are sometimes unrealistic, competence comes with experience.”

• “The scope is insufficient for the modern technologies and supervising others should be after some

further experience.”

• “Taking responsibility of others work, should only come after many years of experience.”

• “A further year with a fully qualified person.”

• “I find most NVQ3 staff are not good at site supervision and design in particular. I know of very few

operatives who can correctly size a pump, work out a boiler capacity but have reached this level.”

• “I do not feel that this is the reality of the situation when they leave the college environment for the

real world.”

• “Progression to a site supervisor or estimator would require further skills to be developed alongside

role focused training.”

• “However, the scheme design responsibility shall remain with a competent Engineer.”

• “I employ a Level 3 plumber but they seem to lack practical skills and common sense by not thinking

the job through.”

• “There are other managerial qualifications that could be undertaken that would be broader and of

more benefit in this changing world.”

Other comments were more general in nature:

• “Given time I have no doubt they would eventually be experienced enough to run projects

effectively.”

• “Not often implemented by the average contractor. Too much reliance upon using unsupervised

domestic tradesmen in commercial, educational and industrial situations.”

• “This should be overseen by an outside body and maybe the CIPHE once they are happy they should

be approved, this would raise the standards again i.e. probation, as Gas Safe do for their engineers.”

• “The new Level 3 qualifications offer a fantastic opportunity of learners to gain industry aligned

qualifications. However they need to be working on the range of criteria onsite to support their

learning. Some qualification requirements are not achievable, as employers cannot provide all

required evidence from onsite, especially in the current economic climate.”

• “I partly agree but for me Level 3 is also focussed upon the development of competence to work more

complex systems.”

• “Again I wish this was true as would make the employers life a lot better, the colleges just seem to

pass the candidate where they have grasped it or not. I will not be taking on any more Apprentices as

it is no longer cost effective.”

• “The site supervisor element would depend on the student.”

• “Self-motivation is important for Level 3.”

• “By the time the individual has attained this level, he/her should be able to control his environmental

workplace, and be more adult and responsible.”

• “Level 3 Qualifications are something a really competent plumber should aspire to.”

• “Dependent on experience.”

• “Yes although there could even be an option for another category of Advanced Engineering

Technician.”


Assessment methods

Respondents were asked about the perceived effectiveness of the different types of assessment methods,

with Most Effective = 1 and Least Effective = 3. The average rating of each was calculated.

Multiple choice knowledge unit exams and summative knowledge unit exams were ranked the highest from

respondents, indicating these were considered the least effective forms of assessment (red). Practical

assessments, both simulated and workplace, were ranked the lowest and therefore considered the most

effective (green).

When the data was assessed according to the professional level of registration it revealed slightly differing

opinions. All levels rate continual workplace assessment as the most effective method of assessment (green),

but rate multiple choice exams knowledge exams as the least effective (red).

Eng Tech

Rating

Average

IEng

Rating

Average

CEng

Rating

Average

Multiple choice knowledge unit exams 2.09 2.45 1.96

Multiple choice summative knowledge end exams 2.02 2.24 1.93

Long answer questioning knowledge unit exams 1.69 1.57 2.00

Long answer questioning summative knowledge end exams 1.72 1.52 1.93

Summative simulated practical end assessment 1.69 1.77 1.72

Summative work place practical end assessment 1.47 1.64 1.74

Continual simulated practical assessment 1.51 1.64 1.54

Continual work place practical assessment 1.34 1.46 1.59

Most

Effective Adequate

Least

Effective

Rating

Average

Multiple choice knowledge unit exams 105 221 107 2.00

Multiple choice summative knowledge end exams 100 245 85 1.97

Long answer questioning knowledge unit exams 177 164 82 1.78

Long answer questioning summative knowledge end

exams 171 161 81 1.78

Summative simulated practical end assessment 183 193 44 1.67

Summative work place practical end assessment 223 168 35 1.56

Continual simulated practical assessment 251 153 28 1.48

Continual work place practical assessment 307 106 22 1.34


Apprentice behaviours

When asked what five core behaviours they would expect a good Apprentice to demonstrate, far and away

the largest response was Honesty and Integrity (73%). Dependable and Responsible gave the second largest

response (59%).

Other behaviours that respondents thought were important and listed in the comments included:

• “Willing to go that little bit extra without a fuss.”

• “An actual interest in the workings of the systems and an inquisitive attitude.”

• “A spark of get up and go, the ability to be an Apprentice and not a telephone receptionist with their

mobile.”

• “Wear trousers normally and not at half-mast. Have a clear and coherent conversion. Understand in

life nobody ever fails in school but in the real world people do if they don't work.”

• “All of the above together with good hands to make things happen.”

Behaviours Percentage

Honesty and Integrity (Truthful, sincere, ethical) 73

Dependable and Responsible (Punctual, reliable and committed) 59

Enthusiasm (Motivated, proactive, shows drive and energy) 57

Positive attitude (constructive thinking, optimism, motivated to succeed) 53

Problem solving (Identifies issues quickly, enjoys solving problems) 46

Quality focus (Follows instructions, processes and procedures, attention to detail, risk

assesses, quality checks) 44

Personable (Polite, courteous and professional) 41

Self-motivation: (Self-starter, able to make independent decisions) 40

Team player (Work and interact effectively within a team, work well with different

trades/disciplines) 39

Effective communication (Spoken, listening, body language, presentation, written) 37

Personal commitment (prepared to make a personal commitment to the industry and

own professional development) 36

Adaptability (Willingness to accept and adapt to change) 35

Safety mind-set (Compliant and disciplined) 34

Task concentration (Deals appropriately with distractions to enable tasks to be achieved) 20

Situational Awareness (Impact of changing circumstances on an activity) 19


• A good attitude goes a long way.”

• “In fact, all 15 of the above are very important. Just one area of shortcoming - say unpunctuality -

becomes serious if not curbed.”

• “Strong desire for quality of end product... for example, if they have not been successful then they are

not afraid to say so, rather then cover it up.”

• “Most of the above are really important, along with a willingness to learn and a thirst for knowledge,

to also have the ability to question why we do things the way we do.”

• “The desire to constantly learn about new products, technologies and techniques, and to actively seek

out new and better ways of doing things.”

• “There are more that I would tick in the list above but if the employer doesn't enforce these it has a

knock on effect at college.”

• “Presentation - of self and even vehicle. Although not strictly a behaviour, it's important.”

• “Not afraid to exceed min standards by creative problem solving (not rigid).”

• “I think some of the above qualities develop with age and experience.”

• “A strong "work ethic".”

• “Passionate to their career.”

• “I wish this type of Apprentice was available.”

• “Additional ambitions for more responsibility & reward and the need to have clear career pathways

available to individuals.”

• “Keeping calm when things go wrong (because they will sometimes).”

• “Ability to promote the profession.”

• “Know the limits of capability. Not afraid to ask for help.”

• “All the above would be a bonus, but I have yet to meet a young Apprentice with more than half of

them. People with all the above tend to run their own businesses like myself.”

• “Clean and tidy.”

• “Smartly dressed & no bad language.”

• “Knowledge or interest in relevant legislation applicable to the subject.”

• “To look ahead and plan each part of the project, the use of a pipe bender rather than soldered

fittings work as cleanly as possible and clear up as you go.”

• “It’s a vocation and a trade. You have to live it, to be good at it.”

• “Willing to pass on knowledge to others later on and keep on learning.”


Additional Comments

Finally, respondents were asked to provide any additional comments they felt were important, and the

responses tended to fall into well-defined categories:

Quality of Apprenticeship training:

• “I do like the way JTL execute their programme. But they do require more assessors, to allow more

frequency on site assessments and more pressure should be applied on the colleges to preform, as in

my experience they are the weak link. A high percentage of the college lecturers are not suitably

experienced or qualified or motivated.”

• “The education system needs to meet all areas of the industry. Entry qualifications on to Level 2 need

to be more strict. Teaching staff need to have higher qualifications for the level they are teaching and

should have some degree of industry experience.”

• “Too much is put on speed of achievement and quantity of achievement. We need to develop the

basic skills that are not taught to the correct level in colleges as this is the bedrock of the skill. Pipe

bending, jointing, installation skills, marking out measuring etc.”

• “I have recently written to my MP to ask if the original YTS scheme as it was 30 years ago, be re-

introduced to encourage sole traders in particular to take on trainees.”

• “We need to improve standards to German levels.”

• “Training in this country is poor at best.”

• “Having served a 4 year Apprenticeship and worked my way up to be a Public Health Engineer, in

relation to mechanical and electrical engineers who have come straight in from university, I feel the

plumbing industry is the poor relative.”

• “To make sure there is a proper Apprentice training scheme in being.”

• “I believe the Apprenticeship should be held in high regard. It needs to be a programme for industry

training and not training to meet social needs. Although important social needs training should be a

pathway to an Apprenticeship. At the minute, in Northern Ireland they are in competition and this is

having a negative impact on the employed Apprenticeship route as employers are taking on free

labour through employability programmes and referring to them as Apprentices. I believe that

industry led training providers that are employer led should be the organisations who receive the

funding for the training, identify on behalf of the employer the best provider of training, identify for

Apprentices reputable employers and manage the current Apprentice intake into the industry in line

with sectors skills data instead of the industry being flooded with free workers who are not on

Apprenticeship programmes.”

• “As a person who qualified when aged over 24, I found the course was not adaptable to change of

career Apprentices, who cannot always get a placement with a company.”

• “I think colleges need a good shake up. My Apprentice is lucky if he gets to spend more than 3 hours

doing practical tasks in the workshop each week. Surely the 8 hour day should be half practical, half

theory. When it comes to the 4 days working with me his handling of tools and materials is very

poor.”

• “Apprentices can be influenced in bad ways, as well as good, by working with older tradesmen. Too

many bad practices are perpetuated by being learnt from others.”

• “We need to make the powers that be aware that skills are acquired from practice not learned from

books.”

• “There should be more concentration in helping the Young Persons to actually have a job to go to

after they achieved their Qualification.”

• “Apprentices on the whole are more focused on money than knowledge and see passing 'exams' as a

way up the financial ladder. However as the industry is forever evolving, it is almost impossible to

keep up to date without a hell of a lot of study and dedication. As most of us know, plumbing &

heating is not a 9-5 job, it's more of a lifestyle choice, not a 'get rich quick' solution which appears to

be the driving force behind applicants.”

• “Assuming the trainee has the basic literacy and numeracy skills to start with?”


• “School is good but is worthless without onsite training and supervision and to keep up there is a

great need for cpd.”

• “Have to get more practicable experience somehow, make it easy for a plumber to give work

experience with no cost for 2 weeks.”

• “To review and simplify Apprenticeships is a must, the current structure whilst retaining the key needs

of the sector, is on many occasions inflexible and encourages activity aimed at undermining the

purpose and seek ‘shorter quick fix’ mentality options.”

• “Yes I want Plumbers /Heating Engineers to leave college and know what they are doing ...not with a

certificate to say they have been to college.”

Financial impact of taking on an Apprentice:

• “To seriously encourage Apprenticeship in plumbing there needs to be financial support for the firm.

Although offering an Apprenticeship may represent investment in a company's future, there is no

guarantee that an Apprentice will stay on, and the cost of 1 day/week at college plus employer's NIC

is very high -too high- for small, especially sole-trader, concerns. We cannot afford to underwrite part

of the further education system without some public support. In my view, this is an important reason

behind the shortage of Apprenticeships.”

• “It's time employers were given a greater incentive to employ Apprentices through the entire training

period, help with the purchase of hand tool kits etc., the most frustrating thing for mentors is lack of

tools.”

• “The proposed funding changes should be scrapped, this will cause the industry to collapse due to the

number of Apprentices diminishing, this proposed new system will create a huge amount of

additional work for the employers, it would suit the larger employer with established training

departments but not the smaller ones, especially the one man bands. The current method works

sufficiently and the effort should be directed at the non performing providers.”

• “There should be more incentives available to encourage employers to engage Apprentices in the

Building Services sector.”

• “Why are financial support aids restricted to Apprentice's under 24.”

• “There must be more cash incentive to the employer for employing the Apprentice with a fixed stay

time when they are out of there, say 3 years at least.”

• “I'm not sure if I'm off the track with your survey here, however, I have in the past taken on

Apprentices, but currently it's not financially viable for me to do so. However if I had someone who

ticked the boxes I’ve ticked in your question 24, AND, here is the bomb shell, was financially

subsidised, I would be able to bring that person through, to support our industry, which lacks, in my

opinion quality up and coming replacements. There, I’ve said it.”

• “What about the real cost of employing Apprentices ££? This is one of the biggest non incentives!”

• “I would love to take on an Apprentice but it is not always that we turn over the work to allow this. If

the government gave a bit more than they do, I am sure the future of our profession and the

prospects of school leavers and teenagers would be a lot brighter.”

• “Why are the government going to complicate the employing of Apprentices by putting the onus on

the company to pay for the Apprentice training? All very well if you have a large HR dept but no good

for SME. Apprenticeships have been devalued by supermarkets and accountancy companies etc. using

it as a method of obtaining cheap labour with no future prospects of career advancement.”

• “For many years the Apprentice training schemes the government have not made funds available to

encourage companies to take on Apprentices.”

• “We do sometimes have problems getting young Apprentices, so we have been taking older ones but

have found now that we have to pay for their college fees of £700.00 a year; we now have fewer

Apprentices than we have ever had. The system needs looking at with great concern as there won’t

be any trades men left for the industry soon.”

• “Taking on Apprentices has now become very hard work for very little gain. Employers should charge

for it because the colleges and training centres do, but the employer is expected to take all the risks,


have all the problems and do it for nothing. Times have now changed and you need to wake up to

this.”

• “Reason we do not take on Apprentices is two-fold, bad experiences with Apprentices in the past and

the fact that they have too many rights with regards sick pay, holiday pay, length of holidays,

maternity leave etc. so will now NEVER take on any staff other than direct family.”

Raising the Industry’s profile:

• “The quality of the training needs to improve. The types of candidates should be better selected by

colleges. Usually you find all the lower ability youngsters shoved on a plumbing course because

everybody thinks it’s a low ability practical course that everybody can master. That is not so, that is

why plumbers have the reputation they have in the media sadly.”

• “No, other than there is a need to raise the Industry's profile in the eyes of the public. There are far

too many providing plumbing services to the public who have not be trained or educated sufficiently,

or indeed see the need for professional development throughout their working lives. If this situation

can be addressed then it will help to isolate those to whom I refer.”

• “It is extraordinary that important trades such as plumbing are not promoted through the main

stream school curriculum and for 15/16/17 year olds to be encouraged to develop their skills in this

excellent trade. Unfortunately there are too many unscrupulous individuals working out there

masquerading as qualified plumbers, and clearly that’s a problem that will probably never go away. I

firmly believe that UK schools should encourage and promote trade Apprenticeships as I had, when I

was at school in the late 1970's /80's, rather than brainwash students today that University is the way

forward, & then find themselves struggling to find a suitable career.”

• “The profile of engineering and other practical skills need to be raised in the awareness of the general

public. The status of repair operatives, who are commonly referred to as engineers, must be seen for

what they are.”

• “The construction industry as a whole needs to recognise the depth of knowledge attained by both

plumbing and electrical professionals and the responsibility that their work entails. Many people are

favouring the much easier trades as they seem to attract greater respect and appreciation. Customers

often through simple ignorance, undervalue the work done by both of these trades and this often

allows the cowboys a foot-hold as they offer the work at a price where it cannot be done correctly

leading to complaints that there are no good plumbers out there. There are, they just don't want to

pay for them.”

• “Until you have a register and only qualified plumbers can be on it, you are never going to raise the

standards of workmanship or our image to the public.”

• “Please ensure that any considerations for future training improve professional standards and build

trust with members of the public.”

• “Apprentices need to be shown how to value the profession ...... for the good engineers out there, it is

more than a job ... it is a way of life and it is a service that we provide, it is not just about the pay

packet at the end of the month.”

• “Very concerned that parents do not see Apprenticeships as their preferred route for youngsters.

Whereas I understand that in Germany, many types of careers are expected to be based on the

Apprenticeship principle as a matter of course.”

• “Thank you for supporting our industry and trying to get it the recognition it deserves. Not enough is

made of the fact that plumbers work on protecting human health and environment.”

• “Plumbing and Heating as an industry has made positive strides in the last few years, however we are

still seen as the 'poor relation', the wearers of bib and brace overalls riding around on a pushbike

unblocking toilets. This concept needs to change, it frightens me to see the weekend 'professionals'

parading around B&Q buying and ADVISING others how to do this and that. Promoting a disciplined,

highly trained and knowledgeable professional body has to be improved. Improve the professional

standing and we also improve the salary level. There is much to be gained from the old saying 'pay

peanuts and you get monkeys', there are too many unqualified monkeys out there in the market at

this time. Training, registration (possibly license) is the way forward. The chap on his hands and knees


is no less competent than the chap sitting at the drawing board. Their individual knowledge would be,

as would their individual skill sets but their commitment should be the same to achieve the best that

they can be.”

• “It would be good to see the industry insist that all operatives raise their attitude to their customers

and their employers, so that our reputation in the view of our customers is raised to a very high

standard. I am old fashioned at 72 but I think we must hold our high standard.”

• “Quality is compromised by finance managers taking the lowest price, meaning the less thorough

individuals get work, which affects decent companies’ profits and ability to take on Apprentices. 3

prices, specification not considered seems rife. Technical Managers with discretion should be in

charge of technical equipment, not accountants shortening system life with clerks’ policies.”

Concerns about colleges, manufacturers and employers:

• “I would like to see the colleges take more responsibility and qualified employers, particularly very

small employers, should not be used as unpaid tutors.”

• “Employers and the various trade bodies must be given more input to how colleges deliver training

and what type of training they deliver. Too much control is given to the colleges. Apprentices should

be employed from day one. PLAs or free Apprentices are a major problem when considering future

operative ability. Despite the colleges needs for bums on seats and the various government initiatives

that are designed to provide positive national employment statistics, Apprentices must be employed.”

• “All of the courses are about profit maximisation for the training bodies at the cheapest cost to the

training providers and the quality of the end product is shocking. The school will not release the

candidates the industry need, those with B grades and above, as they want them to keep up their

exam results and cast us the unwanted C grades as they will pull down their exam league tables. I was

fortunate and went back twice and got two 1st class honour degrees and I see a lot of dyslexic people

in our trade who are not stupid but struggle in the written world like me and the training from the

core and manufacturers fail to address. I have examples of engineers who a trainer wrote off as thick,

I spent an hour covering what he did for three days with the engineer and when he returned for

assessment, the trainer could not believe it was the same person. He was far from thick, hejust learns

a different way. The plumbing course is about learning plumbing, not how to be a supervisor, run

their own business, not to surf facebook in college time, but learn plumbing. If they wish to advance

then do this at night classes, day release like I did. Work hard and get results, not sit back and drift

along as the current mode of operation.”

• “I feel that the tutors are teaching kids the answers to criteria and should also be expanding that and

teaching outside the set criteria.”

• “I have found that learners attend college think of it as a day off and that they are able to turn up and

go when they want. They are not motivated enough in themselves that they will actually open books

to read and study and think that they should be handed the qualification without any work.”

Unfortunately in my experience a lot of employers do not really want to support the colleges in

helping the Apprentice achieve and study for their qualifications.”

• “Apprenticeship management should become a QCF qualification with a very detailed Managed

Learning Program.”

• “Surveys are a good basis to start from but if the industry is to go forward then companies must

accept that if they don't have Apprenticeships they have nobody coming through to replace those

that leave the industry, or have been promoted. We all have a responsibility to ensure this happens.”

• “I hope the government takes a positive attitude to supporting the importance of Apprenticeships and

qualifications.”


Concerns about aspects of the current system:

• “The wage structure for trainees needs to be looked at when a supermarket shelf stacker earns more

than a first year Apprentice?”

• “I am critical of there not being a consortium/federation based employer scheme to ensure the

continuance of an Apprenticeship when a master company fails. There are too many "chancers" due

mainly to the effects of failed employers leaving part finished Apprenticeships. The lads then are left

to fend for themselves without being able to complete formal Apprenticeships.”

• “The current training scheme at present is so limited that we are de-skilling the trade. A system that is

used in Germany would produce a better all-round tradesman. The trade should also be registered,

as with gas.”

• “I do not believe NVQ's are the answer they were not originally developed for Apprentices and have

been taken over by educationalists generally out of touch with reality!”

• “I think focus should be on recruiting mature people for Apprenticeships (18-25) as 16 year old school

leavers do not in my opinion know what they enjoy or want to do as a career and I have found that

young Apprentices leave to follow another career after completing their training.”

• “Until the government insist that all plumbers should be qualified. The situation is unfair to

Apprentices and plumbers alike who have bothered to do training as the plumbing industry is so

unregulated.”

• “The Government need to make it easier for companies to employ more Apprentices.”

Suggestions for modifying the current system:

• “The Level 3 NVQ Diploma in Domestic Plumbing and Heating (All routes) needs the electrical unit

removing. The Apprentices do not appreciate having to complete 100+ hours of teaching and learning

and do not qualify for an appropriate qualification to enable them to work on site legally with

electrics. E.g. Part P or 17th Edition.”

• “I think you should have a Master Plumber cert before you can start your own plumbing business, or

have a higher payment method for them holding the cert.”

• “Too much electrical content in the current qualifications; gas should be assessed in isolation and not

as part of site assessments.”


• “Less year one and two and use that money to train all one and two, to year three.”


6. Conclusions

Eng Tech registration support

• Generally favourable to Apprenticeships leading to Eng Tech registration, but it should not be

automatic.

• Generally, only those who were members of organisations such as the Engineering Council and

CIPHE, understood what the three levels of professional registration were.

• Promotion of these organisations, and therefore professional registration, is not reaching the

majority of those who would benefit the most.

• Interestingly, a significant proportion of CEng level members did believe enough was being done

to promote professional registration. More research into the methods and frequency with which

CEng members tend to be engaged with by their respective member organisations, may provide a

more in-depth answer as to why this should be.

Career progression support

• There was considerable support for CIPHE pursuing a license to award CEng registration.

• There are thirty six Professional Engineering Institute’s (PEI’s) licensed by the Engineering

Council, thirty four of which are permitted to grant CEng registration. None of the thirty four

PEI’s are dedicated exclusively to the plumbing and heating industry. If an industry-dedicated

organisation, such as CIPHE, were licensed to do so it could increase the likelihood of domestic

plumbers and heating engineers progressing upwards through the engineering career ladder.

However, a prime focus is the registration of Engineering Technicians embarking on their career

pathway.

Aspirations to recruit more Apprentices

• Almost all respondents agreed that Apprentices were a vital part of the future of the Heating and

Plumbing Industry, with a third actively employing Apprentices.

• Both Eng Tech and CEng registered business owners are more likely to have and be considering

taking on Apprentices compared to IEng. More analysis is required to find out why this should be.

• Small and large businesses are more likely to take on Apprentices. Medium-sized business do take

them on, but not in such numbers. Additional research on the barriers to Apprenticeship

employment in this company size band may unearth hidden opportunities.

• Concern was expressed during the survey that plumbing is not seen as a desirable vocation,

especially among parents who see it as a career ‘unblocking toilets’, and the BSE sector, who

regard plumbing as a ‘lower status’ career. More research needs to be done on how to elevate

the profile of the plumbing industry and how its work is perceived, both by consumers and the

BSE sector.

Investing in training and qualifications

• The majority of respondents expect their Apprentices to achieve NVQ Level 2 and 3. Those that

expect their Apprentices to only achieve Level 2 may have a specific business need that is fulfilled

by the Apprentice staying at this level. It is unknown what effect this will have on the Apprentice’s

future career.

• The Government’s changes to Apprenticeship funding has frustrated the industry and, as a result,

many business owners may not be taking on Apprentices despite supporting the industry to do so.

Many business owners are still recovering from the effects of the recession and the recent

financial changes may have led to Apprentices becoming unaffordable for them.


Apprenticeship duration

• A duration of 24 months each for Level 2 and Level 3 was considered appropriate.

• There is a strong belief that Apprenticeships are not as in-depth as they need to be to develop

competent tradespeople.

• There is a general belief that there needs to be an additional practical element to Plumbing and

Heating Apprenticeships to consolidate what an Apprentice has learned and help them apply it

more fully in the field. This could be achieved by increasing the Apprenticeship duration either at

the end of Level 2 or Level 3, with additional practical experience similar to a ‘year out in industry’

that is often a part of traditional degree courses.

Current qualifications and content

• On the whole, the respondents believed the content of Level 2 was considered appropriate,

however, there seemed to be some confusion about what constitutes ‘under the instruction of

another’. Many respondents believed that a qualified Level 2 Apprentice will still need

supervision, not just instruction, especially if they are young (e.g. 17/18 years old).

• The majority of respondents believe that Level 3 content is appropriate, however, a considerable

number expressed the additional concern about the supervisory aspect of the NVQ. Many

respondents believed it was not appropriate for recently qualified Level 3 individuals to be

supervising others without an additional period of practical experience. There were suggestions

that a standalone module on supervising skills could be undertaken after the Apprenticeship if it

was required, or a longer Apprenticeship could provide this if the supervising skills were taught in

year 4 onwards.

• Many suggestions were made about curriculum content for both Level 2 and 3, however, it is

unclear whether these are specific to the respondent’s business needs and/or background.

Further investigation may reveal specific subject areas that are common to the needs of all

employers and would prove beneficial to be added to NVQ content in the future.

• Some respondents commented that there should be separate option modules for gas training, as

‘pure’ plumbers may not desire to spend the time training in something they do not intend to use.

Assessment methods

• Respondents gave much more credence to practical-based assessment methods compared to any

others, whether that was simulated or in the workplace.

• Multiple-choice was considered generally ineffective as an assessment method.

Apprentice ‘behaviours’

• The top five behaviours that were considered paramount in a good Apprentice were honesty and

integrity, dependable and responsible, enthusiastic, positive attitude, and problem-solving.

• Other notable behaviours that respondents desired centred on Continued Professional

Development. That is, a willingness to learn, keep on learning and pass that knowledge on, as well

as having commitment to quality and a desire to do a good job.

• Some behaviour cited as undesirable in the comments section may be a product of the youth of

the Apprentice, including “clean and tidy”, “smartly dressed & no bad language”, and “wearing

trousers and not at half-mast”. These are likely to become less of an issue as the Apprentice ages

and progresses through their Apprenticeship.


7. Recommendations

Promotion of the industry

• Promote career pathways through schools.

• Change the mind-set of parents through awareness raising campaigns.

• Work closely with career advisors in schools and colleges to ensure they have the most up to date

industry information and are portraying the right image of the industry.

Industry collaboration

• All stakeholders including the Chartered body, standard setting organisation, trade associations,

training organisations and industry employers (micro sme’s and sme’s) agreed the need to develop

and maintain a plumbing and domestic heating Trailblazer Apprenticeship programme.

Promote professional registration

• Carry out further consultation with employers to determine when a Level 3 Apprentice is sufficiently

experienced to apply for Eng Tech registration.

• Promote the role of professional institutions and promote the levels of professional registration

available.

Career progression through CIPHE

• Support the CIPHE’s aspirations to extend its license to award CEng registration.

Act as ambassadors on behalf of the industry

• Gain full understanding of the new funding model and act as ambassadors to communicate this to

employers with the intention to minimise concerns and act as a vehicle to raise any concerns on

behalf of industry to BIS.

Ensure employer validated assessment methods

• Awarding Organisations to take account of industry views in regards to ineffective assessment of

Apprenticeships through multiple-choice assessment. Also to ensure standards are not compromised.

Support Trailblazer Employer Group

• Support Employer Group in submitting an expression of interest to gain approval to develop a new

Apprenticeship standard as part of Phase 3 for Plumbing and Domestic Heating.

• Support Employer Group in the development of new Apprenticeship standard.

Future Apprenticeship standard - recommendations for the Employer Group to consider:

• Maintain established Employer and Stakeholder Groups as a legacy to develop the new standard

• Carry out further consultation with employers to fully establish reasons for not employing

Apprentices

• Carry out further consultation with employers to determine the continued value of the Level 2

qualification.


• Any future Apprenticeship standard developed for Plumbing and Domestic heating should last for 48

months, to achieve full competence from Level 2 through to Level 3. This recommendation should be

passed to the Trailblazer Employer Group responsible for developing the new standard

• Build in a synoptic end test as an additional practical element to plumbing and domestic heating

Apprenticeships to consolidate and demonstrate competence and what an Apprentice has learned

• Consider ‘gas training’ as an optional route to take account of those employers who do not require

gas

• Consider the appropriateness of the supervisory aspect of the Level 3 Apprenticeship. Consider

excluding ‘supervisory skills’ out of the Apprenticeship and develop as a standalone bolt-on which

could be taken up if the Apprentice wishes, after a certain amount of experience has been gained.

• Consider the inclusion of the favoured Apprentice ‘behaviours’ into the new standard.

• Consider suitable and effective assessment methods for new standard.


Appendix 1

Market size of the plumbing and domestic heating industry

The construction sector accounts for 6% of total economic output in the UK. Output in the construction sector

fell faster than the whole economy in 2008. The construction sector saw recovery faster than the economy as

a whole in 2009, and 2010 and 2011 saw broadly flat growth, followed by another contraction in 2012. The

sector grew through 2013, but is still 11.6% down on the 2007 level, whilst the whole economy is 2.1% up

over the same period. During 2000 the plumbing industry alone accounted for a turnover of £7.3bn and as

referred to on page 8, more recently the combined turnover for plumbing and heating is in excess of £13bn.

The industry has consistently claimed to employ circa 120,000 individuals (which mirrors those registered with

Gas Safe (formerly CORGI). As a result of the recent recession, a slump in housing construction and

commercial building construction affected demand across industry. Revenue declined during the depths of

the economic downturn, which led to various construction projects being scaled back or put on hold. This

resulted in a detrimental impact on those employed across the sector resulting in an employment reduction

of up to 20%.

The current work engagements for the construction industry as a whole directly impacts on the BSE sector,

and in turn the plumbing sector, with the main variation being growth in energy conservation and the

renewables market.

Source: Experian/CNS 2014

The workload of the plumbing industry can be split be into a number of broad work areas:

• Private Commercial (office accommodation, shops)

• Private Industrial (warehouse and factory-type developments)

• Major Public Works (NHS, new school build/refurbishment)

• Private Housing

• Social Housing

• Repair and Maintenance.

Although the impact of the recession has affected all work areas, in a survey of 2000 BSE operatives

SummitSkills found it was perceived to have been slightly worse in the commercial sector because the repair


and maintenance work in the domestic sector tends to be less affected by economic trends (SummitSkills,

2010).

The table below shows the annual business enquiry data for the plumbing, heating and air conditioning

industries during key years of the recession between 2008 and 2011. The data for 2012 and 2013 is currently

not available, and the data that is not at a depth needed to isolate the plumbing industry.

Table X: the GVA calculations for SIC 43.22 - the plumbing, heating and air conditioning industries.

Standard

Industrial

Classification

(Revised 2007)

Section Group

Class

Year Number

of Enterprises

Total

Turnover

(£million)

Approx. GVA

at basic

prices

(£million)

Total

purchases

of goods,

materials

and services

(£million)

Total

employment

point in time

(thousand)

Total

employment,

average

p/a (thousand)

43.22 2008 30,607 11,313 5,000 6,296 144 142

2009 29,967 10,766 5,068 5,669 145 133

2010 29,629 11,059 4,987 6,111 134 134

2011 30,424 12,321 5,613 6,686 129 134

Total

employment

costs

(£million)

Total net

capital

expenditure

(£million)

Total

net capital

expenditure

– disposals

(£million)

Total stocks

and work in

progress -

value at end

of year

(£million)

Total stocks

and work in

progress -

value at

beginning of

year

(£million)

Total stocks

and work in

progress -

increase

during year

(£million)

43.22 2008 2,870 88 136 48 421 427

2009 2,478 82 121 39 257 282

2010 2,690 115 164 50 327 286

2011 2,770 133 182 50 401 368

The performance of the plumbing and domestic heating industry (SIC 43.2) in the context of entrepreneurial

and business activity can be analysed in relation to the number of births and deaths that it is experiencing in

any given year. The table below shows the data for business ‘births’ each year between 2008 and 2011.

Table X: new enterprise ‘births’ in Plumbing and Heating industry; ONS (2013)

‘Births’ by employment size band

SIC 2008 2009 2010 2011

SIC 43

Electrical, plumbing

and other

construction and

installation activities

24,930 19,185 18,805 21,240

SIC 43.2

Plumbing heat and

air-conditioning

installation

9,805 8,070 8,050 9,810


The table below shows the ‘deaths’ by SIC code and by company size across the same period. The majority of

these ‘deaths’ will have occurred in the micro business area, where companies are most prevalent. This is

because micro companies are usually ‘one-man-bands.’ They are easy to set up and to close down because,

apart from the skills of the owner manager, they have little or no assets associated with them.

Table X: ‘Deaths’ of enterprises in the Plumbing, Heating and Air Conditioning industry; (ONS 2013)

‘Deaths’ by employment size band

SIC 2008 2009 2010 2011

SIC 43

Electrical, plumbing and

other construction and


17,195 25,130 23,105 19,950

SIC 43.2

Plumbing heat and air-

conditioning installation

6,660 9,320 8,995 8,130

The following table shows the survival rate of a new company set up in 2008 in the plumbing, heating and air

conditioning industry during the first three years of the recession, showing just how hard the industry was hit.

Unfortunately, the data for SIC 43.2 for years 4 (2012) and 5 (2013) is not available.

Table X: three-year survival rate of a company birthed in 2011; (ONS 2013)

Survival rate of a SIC 43.2 business set up in 2008

SIC ‘Birthed’

2008 Year 1 Year 2 Year 3

SIC 43

Electrical, plumbing and

other construction and


24,930 23,865 (95.7%)

19,120 (76.7%) 14,940 (59.9%)

SIC 43.2

Plumbing heat and air-

conditioning installation

9,805 9,470 (96.6%) 7,845 (80%) 6,315 (64.4%)


Plumbing and Heating firms in the UK

The following three tables show the most current company data for the plumbing, heating and air

conditioning industries by employment size, region, turnover and age. There are a considerable number of

companies in the plumbing industry who are sole traders and usually not registered for VAT, so care should be

taken when using this data.

Employment size band

SIC 0 - 4 5 - 9 10 - 19 20 - 49 50 - 99 100 - 249 250 + TOTAL

43 142,090 17,565 7,870 3,610 950 350 90 172,525

4322 25,350 2,955 1,395 610 170 55 15 30,550

Table X: active local plumbing, heating and air conditioning industries ‘units’ in VAT or PAYE based enterprises, by employment size; (ONS

2013)

Enterprises by region

SIC NE NW Y/H EM WM East Lon. SE SW Wales Scot. NI Total

43 4,910 16,355 12,900 12,390 13,880 21,830 19,190 29,265 16,885 6,785 12,535 5,600 172,525

4322 830 2,735 2,375 2,325 2,440 3,900 2,890 5,455 3,255 1,180 2,215 950 30,550

Table X: active plumbing, heating and air conditioning ‘units’ in VAT or PAYE based enterprises, by region and nation; (ONS 2013)

Turnover size of enterprise (£ thousands)

SIC 0 - 49 50 - 99 100 - 249 250 - 499 500 - 999 1,000 - 4,999 5,000 + TOTAL

43 23,075 49,685 54,570 19,470 11,100 9,585 1,790 169,275

4322 3,325 6,545 6,230 2,480 1,305 1,060 185 21,130

Table X: active local plumbing, heating and air conditioning industries ‘units’ in VAT or PAYE based enterprises, by turnover; (ONS 2013)

Table X: active local plumbing, heating and air conditioning industries ‘units’ in VAT or PAYE based enterprises, by age; (ONS 2013)

Age of enterprise (years)

SIC Less than 2 2 - 3 4 - 9 10 or more TOTAL

SIC 43 27,910 22,885 53,420 65,060 169,275

SIC 4322 4,545 3,855 9,595 12,080 30,075


Labour market forecast for the industry

The table below shows the likely labour market over the next two years for all of the SOC codes relevant to

the BSE sector, with particular emphasis on the plumbing industry (red). The current predicated performance

of the economy is forecast to increase the labour demand for the sector in 2014 and 2018 by 1.2% each year,

which will have a positive impact on the labour requirements and training needs of the plumbing industry.

For a more detailed analysis of the rationale behind the predicted growth figure of 1.2% per year, readers are

advised to consult the Experian Construction Labour Market Forecast produced by ConstructionSkills.

Table X: UK National Employment Data BSE Core 2013-2018

SOC Code 2014 2015 2016 2017 2018

5241 Electricians 185,641 187,869 190,123 192,405 194,714

5341 Plumbing 84,215 85,225 86,248 87,283 88,330

5341 Heating and Ventilating 51,825 52,446 53,076 53,713 54,357

5341 Air Conditioning 9,070 9,178 9,289 9,400 9,513

5341 Refrigeration Engineers 16,844 17,046 17,250 17,457 17,667

Source: Experian/SummitSkills amended 2014

The below table shows the replacement and additional labour demands of the sector allowing for those

operatives who will retire, die in service or seek alternative employment out of the sector plus the forecast

growth per annum. The total percentage of operatives who will leave the sector is assumed to be 3% per

annum, while the number of Apprentices making up the replacement figures is approximate.

Table X: UK Replacement and additional Labour Demand BSE Core 2014-2018

SOC Code 2014 2015 2016 2017 2018

5241 Electricians 7,797 7,890 7,985 8,081 8,178

5341 Plumbing 3,537 3,579 3,622 3,666 3,710

5341 Heating and Ventilating 2,177 2,203 2,229 2,256 2,283

5341 Air Conditioning 381 385 390 395 400

5341 Refrigeration Engineers 707 716 725 733 742


The table below estimates the approximate number of operatives in each work area of the BSE sector, with

plumbing emphasised (red). As most BSE companies work across the broad spectrum of areas, the number

should be seen as an indicative, rather than fully accurate representation.

Table X: Approximate numbers of operatives in the BSE crafts across the defined work areas

Em

plo

ym

en

t

20

14

To

tal

Ind

ust

ria

l

an

d

Co

mm

erc

ial

Pri

va

te

Co

mm

erc

ial

Pri

va

te

Ind

ust

ria

l

Ma

jor

Pu

bli

c

Wo

rks

To

tal

Do

me

stic

Se

cto

r

Pri

va

te H

ou

sin

g

So

cia

l H

ou

sin

g

Re

pa

ir a

nd

Ma

inte

na

nce

Electrical trades 185,641 111,385 50,123 32,302 27,846 74,256 19,307 17,822 37,128

Plumbing 84,215 50,529 22,738 14,653 12,632 33,686 8,758 8,085 16,843

Heating and Ventilating 51,825 31,095 13,993 9,018 7,774 20,730 5,390 4,975 10,365

Air Conditioning 9,070 5,442 2,449 1,578 1,361 3,628 943 871 1,814

Refrigeration Engineers 16,844 10,106 4,548 2,931 2,527 6,738 1,752 1,617 3,369



Age of plumbing and heating engineers

Between 2007-09, the majority of plumbing, heating and ventilating engineers were between 16-29 years old, and over

51% were under the age of 40. This statistic is worrying, as it means that 49% of the workforce is likely to be retirement

planning. For 26% who are aged between 50-64 retirement could be imminent, with the industry left to cope with the

removal of a significant proportion of the industry’s skills base.

Table X: Age breakdown of Level 3 SET based technicians

16-29 30-39 40-49 50-64

Plumbing, Heating and

Ventilating Engineers 30.4% 20.7% 22.6% 26.3%

Source: IES analysis of the 2007 to 2009 LFS

The data shows a worrying lack of engineers in the 30-44 year age band. This relates to a period of time in the

1980s when Apprenticeship programmes were in severe decline in all but the technology industries, with the

government attempting to revitalise the system by introducing Modern Apprenticeships in 1994.

Table X: Percentage change in numbers of Level 3 SET based technicians, by age band

16-29 30-44 45-64


Ventilating Engineers 16.4% 3.2% 10.7%

Source: IES analysis of the 2001 to 2003 and 2007 to 2009 LFS

Industry workforce - gender

The Labour Force Survey of 2011 recorded that in the plumbing, heating, ventilating and air conditioning

industries, (SIC 43.22), the workforce had around 9.5% women.

Table X: Percentage of males and females in SIC 43.22 by SIC code and gender

SIC Male Female Total

43.22 188,052

(90.5%)

19,819

(9.5%) 207,871

Source: LFS 2011

However, a comparison by occupation shows that most of these women were working in functions not

related to installation. Just 0.6% of the plumbing and heating engineers in the UK were women in 2011, and

there are no recorded female air conditioning and refrigeration engineers.

Table X: Percentage Plumbing and Heating Engineers by SOC code and gender

SOC Male Female Total

5314 Plumbing & Heating

Engineers

184,572

(99.6%)

1,103

(0.6%) 185,675

5225 Air Conditioning and

Refrigeration Engineers

18,556

(100%) -

18,556

(100%)

Source: LFS 2011


Number of Apprenticeships

A survey of 200 BSE companies in 2010 revealed the attitudes and behaviour of the plumbing industry

towards Apprentices (SummitSkills, 2010).

The table below shows the number of Apprentices employed by companies in the plumbing industry at any

one time, showing that the plumbing industry is more likely to take on Apprentices than any of the other BSE

trades.

Total

Air Conditioning

and Refrigeration

Industry

Electrotechnical

Industry

Heating and

Ventilating

Industry

Plumbing

Industry

0 77% 89% 66% 90% 61%

1 14% 3% 20% 6% 26%

2 6% 2% 9% 3% 9%

3 1% 0% 2% 0% 2%

4 1% 0% 1% 0% 1%

5 0% 0% 1% 1% 1%

6-10 0% 0% 1% 0% 0%

11-25 0% 0% 0% 0% 0%

26+ 0% 0% 0% 0% 0%

The survey also revealed the percentage of survey respondents that has made at least one Apprentice

redundant at that point during the recession was higher than the other trades (2009). It is likely that the

proportion of ‘don’t know’ responses may have come from respondents within large companies and probably

did not have access to that information as part of their current job role.

Total

Air Conditioning and

Refrigeration Industry

Electrotechnical Industry

Heating and Ventilating

Industry

Plumbing Industry

Yes 6% 6% 6% 5% 7%

No 91% 94% 93% 84% 92%

Don’t Know 3% 0% 1% 11% 1%

Finally, the SummitSkills survey showed that around a third of plumbing companies interviewed in the survey

had employed Apprentices in 2008, but this had dropped by 13% in 2009.


Total Air Conditioning and Refrigeration

Industry

Electrotechnical Industry

Heating and Ventilation Industry

Plumbing Industry

Yes 2009 14% 3% 26% 5% 20%

Yes 2008 27% 29% 22% 12% 33%

% difference -13% -26% +4% -7% -13%

No 2009 86% 97% 74% 95% 80%

No 2008 73% 71% 78% 88% 67%

% difference +13% +26% -4% +7% +13%

Source: SummitSkills (2010)

The number of Apprentices made redundant combined with falling numbers of plumbing companies

employing them during the recession, is reflected in the number of Apprenticeship achievements seen in the

last few years. The table below shows the number of Apprenticeship achievements by sector framework from

2002 to 2012 for MES Plumbing, Heating, Ventilating, Air Conditioning and Refrigeration (HVAC&R); and

Electrotechnical. 2009/10 was a peak year for achievements before declining, and in 2012/13, plumbing

Apprenticeship achievements were down 44% on 2009/10.

02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13

Plumbing 440 600 960 2,090 2,940 3,530 3,710 3,950 3,900 3,130 2,230

HVAC&R 160 180 250 580 800 680 1,000 1,110 1,030 810 530

Electrotech. 1,200 2,020 1,990 3,210 3,090 3,240 3,350 3,940 4,160 3,460 2,880

Source: NOMIS/ONS (2014)

The below table shows a snapshot of the claimant count for plumbing, heating and air conditioning engineers

between 2007 and 2014 for workers in receipt of Jobseekers’ Allowance. The figures suggest the

unemployment rates among them reached a maximum in 2010 at the height of the recession and began to

fall off to a current low of 3910. The cause of the sudden drop in numbers between 2013 and 2014 is not

clear, but is likely to be a combination of three possibilities.

JSA Claimants by year and region

SIC NE NW Y/H EM WM East Lon. SE SW Wales Scot. NI Total

Jan

2007 250 570 510 225 540 320 870 360 215 230 435 155 4680

Jan

2008 195 490 375 205 490 255 685 330 185 195 330 155 3890

Jan

2009 495 1,085 935 505 915 620 1,150 740 560 370 795 380 8550

Jan

2010 640 1,450 1,260 645 1,195 865 1,635 1,140 645 450 1,455 640 12020

Jan

2011 470 995 825 380 790 645 1,235 780 475 380 1,240 575 8790

Jan

2012 565 1,130 840 455 755 645 1,225 785 525 390 1,005 500 8820

Jan

2013 435 915 665 360 560 535 940 620 335 355 815 495 7030

Jan

2014 240 410 385 175 320 250 585 310 180 215 505 335 3910

Table X: Plumbing, Heating and Ventilating Engineers claiming Job-Seeker’s Allowance by region; NOMIS


The first possibility is that work and employment in the industry picked up as the construction sector

experienced a period of small growth during 2013 and 2014. This may have resulted in a demand for plumbing

and heating engineers, especially over the winter months when problems with plumbing and heating systems

are more common.

The second possibility is that some of the data for the 5314 SOC code has been assigned to another SOC code.

In 2011 a new SOC code, 5225, was set up specifically for refrigeration and air conditioning engineers,

however, there is no evidence of this new SOC code in the most recently released claimant data. The missing

data may account for approximately 1,125 claimants. A query has been lodged with the Office of National

Statistics.

Finally, and this also applies to all of the year of data before 2014, lower counts do not mean that the

claimants are now employed. The data does not show those who became self-employed, moved from JSA

onto other benefits, or who retired, died, or left the industry or sector for another.

Demographics of NVQ Level 3 technicians

In its report ‘SET Based Technicians’, the Institute of Employment Studies assessed the levels of NVQ Level 3

technicians in the plumbing, heating and ventilating industries based on the Labour Force Surveys between

2001 and 2009. A Level 3 SET technician is equivalent to an NVQ Level 3 technician.

Table X: Numbers of Level 3 SET based technicians

2001 to 2003 2007 to 2009 % change


Ventilating Engineers 163,785 195,723 19.5

Source: IES analysis of the 2001 to 2003 and 2007 to 2009 LFS

Over the boom years, prior to the numbers having increased by almost 20%, the majority of which (77%) hold

a Level 3 qualification. Only 4.5% of engineers had achieved a Level 4 or 5 qualification, with 2.2% achieving

the equivalent of a first degree.

Table X: Level 3 SET based technicians levels of qualifications

NQF first degree &

above plus teaching

qualifications

Other NQF Levels 4

and 5

NQF Levels 2 and 3

Other lower or no

qualifications


Ventilating Engineers 2.2% 4.5% 77.0% 16.4%

Source: IES analysis of the 2007 to 2009 LFS


Occupations and job roles Source: Pye Tait: A functional analysis of the Building Services Engineering Sector, February 2012

The occupations that exist across Plumbing and Domestic Heating are currently defined by industry

recognised National Occupational Standards (NOS) that sit within the footprint of SummitSkills, the Standards

Setting Organisation for the Building Services Engineering sector.

The main roles to be found in this industry are plumbers and heating engineers, the majority of which will be

self-employed, sole traders or SMEs (therefore the bulk of the industry are not employers). Within this

structure some companies will specialise in different disciplines, for example bathrooms, or kitchens and

some (at a higher level) might be more focussed on design. As with all trades, there is a distinction between

those who install, or service, and those who supervise, specify or provide consultancy. Within the larger

companies there are likely to be more specialisms.

In Scotland, plumbers will also work on heating and ventilation systems.

The basic requirements of roles in domestic, commercial and industrial plumbing contexts are very similar.

Non-domestic is distinguished by its emphasis on contracting and health and safety, in non-domestic work

(such as on housing sites) individuals will require only an appreciation of contracting. For example,

understanding of what might need to change, or how the company might need to react if it expands to work

with a house-builder and being aware of the pitfalls in terms of terms and conditions. Medium and larger

companies will install industrial/commercial plumbing systems, which will be on a large scale, usually involving

pipe fitting, large boilers, air conditioning and heat recovery.


Specific functions, skills and knowledge required for Plumbing and Domestic Heating Source: Pye Tait: A functional analysis of the Building Services Engineering Sector, February 2012

Functions

The table below lists in priority order the functions identified by employers as being required by a competent

engineer in the plumbing and domestic heating industry. This table illustrates the proportion of employers

from a base of 28 prioritising the generic functions and a base of 30 prioritising the technical functions as

being necessary for the plumbing and heating industry.

Generic functions performed by a competent

engineer in the Plumbing and Domestic Heating

industry

Technical functions performed by a competent

engineer in the Plumbing and Domestic Heating

industry

Health and Safety / Safe working practices 100% Servicing 93%

Working with others / Team work 93% Maintenance 90%

Legislation / Compliance 89% Carrying out emergency work 87%

Customer services 79% Preventative maintenance 83%

Supervision 46%

Compliance (with specifications and

statutory and non-statutory regulatory

requirements) 80%

Costing 43%

Installing systems, equipment and

appliances 80%

Estimating 43% Fault diagnosis 77%

Collecting payments 25% Decommissioning 73%

Management & Leadership 21% Rectifying faults 73%

Project management 21% Testing 73%

Planning 18% Commissioning 70%

Promotion 14% Connecting equipment 63%

Transporting products 14% Replacing components 60%

Design 7% Working at heights 57%

Surveying 4% Inspection 47%

Preparing to carry out work 37%

Jointing 33%

Assembly 30%

Handover 30%

Base: 28 respondents Base: 30 respondents

Other functions put forward by respondents to our survey include: working in confined spaces, working at

heights on scaffolding and cranes.

Specialist skills were also cited by a couple of employers, which include leadwork and micro-generation, such

as solar.

Maths and Science

Mathematics and science knowledge are considered essential to the industry, combined with good hand skills.

Technical knowledge, fundamentally, is based on hydro and thermodynamics as well as pipe design, which will

need to become more advanced to work on complex systems (particularly in industrial and commercial

contexts).


Knowledge requirements

For a competent individual the required knowledge should cover installation, design, fitting and understanding

energy efficiency of buildings, building regulations, Health and Safety and commissioning of systems. Customer

facing skills, attitude and presentation are crucial.

The controls, regulations and technologies used in the industry have changed and advanced in recent years,

and therefore technical knowledge must be maintained to keep a-pace with this – primarily in terms of

ensuring systems are energy and water efficient. Interest in renewable technologies has also increased and

stakeholders state that companies should be encouraged to seek training in this area (although renewable are

covered in current qualifications for new entrants).

The knowledge necessary to work in different contexts is dependant largely on the size of the equipment, for

example understanding the differences between domestic pipework, and that used in industrial or commercial

contexts. The operation of machinery for bending these different sizes of pipework will therefore differ.

Critical knowledge and behaviours

Regardless of where an individual works, the following knowledge and behaviours were considered to be

critical:

Knowledge *Soft skills/behaviours

• Maintenance

• Installation

• Health and Safety

• Fault finding

• Maths

• Knowledge of gas and oil heating systems

• Conscientious

• Work ethic

• Common sense

• Hand skills

*In comparison, the soft skills/behaviours considered critical above, fall in line with the top two behaviours

favoured by employers, as captured through the findings attached to this report; in particular in relation to

commitment and being ethical:

Behaviours Percentage

Honesty and Integrity (Truthful, sincere, ethical) 73

Dependable and Responsible (Punctual, reliable and committed) 59


Entry routes Source: Pye Tait: A functional analysis of the Building Services Engineering Sector, February 2012

The general pattern of progression through the industry, for school leavers, begins as an Apprentice, or

trainee.

The starting point in the plumbing and domestic heating industry will usually be as an Apprentice, who will

work on basic plumbing systems in bathrooms, kitchens, and works on central heating, undertaking such

tasks as installation and joining pipework. Progression would lead to the design of systems.

In England, Apprentices will follow either a Level 2, or a Level 3 Apprenticeship, with some beginning at the

lower level and progressing to Level 3; some will be direct entrants at Level 3.

In England and Wales Apprenticeship frameworks for Plumbing and Domestic Heating are currently

available both at Level 2 and Level 3; in Scotland the minimum threshold is a Level 3 Modern

Apprenticeship.

Progression routes Source: Pye Tait: A functional analysis of the Building Services Engineering Sector, February 2012

The general progression routes for Apprentices are described in two ways:

Industry demand for environmental technologies Source: Pye Tait: A functional analysis of the Building Services

Engineering Sector, February 2012

As demand for environmental technologies increases and the industry becomes more regulated, fewer

companies, in particular small and medium sized companies are predicted to survive. There is

consensus among employers however, that those companies which do survive will become stronger as

a result. Within the design focussed consultancies it is not expected that the skills required will change a

great deal. It is anticipated that requirements will evolve as technologies are introduced but this is

accepted to have always been the case in the BSE industry and to be something that organisations are

well equipped to deal with.

Government tariffs are recognised most commonly by small companies as being a driver for the future,

along with the introduction of new technologies.


Appendix 2

SummitSkills

SummitSkills is the Standard Setting Organisation for the building services engineering (BSE) sector.

The BSE sector represents the plumbing, heating, ventilation, air-conditioning, refrigeration, and electro-

technical industries.

A key part of SummitSkills' role as a Standard Setting Organisation is to act as the voice of employers of all

sizes across the BSE sector on industry standards and changes to qualifications and Apprenticeships, keeping

up to speed with policy changes and ensuring skills development projects meet the day-to-day needs of

businesses on the ground.

The BSE sector plays a vital part in UK economy - so it's essential that the sector continues to develop and

maintain industry standards, qualifications and Apprenticeships.

By having a BSE-specific approach, the industries within the sector - plumbing, electrotechnical, heating,

ventilating, air conditioning and refrigeration - can continue to benefit from a more specialised focus on each

industry's skills needs.

SummitSkills is dedicated to giving the BSE sector a voice on the ever-changing skills landscape. Each industry

within the sector has highly specific and technical needs and so a focused approach to skills development is

essential.

Core objectives

SummitSkills is dedicated in delivering its three core objectives in the development and maintenance of:

Industry Standards (NOS)

• Influencing and supporting government and industry bodies to utilise NOS and competence based

qualifications as the benchmark for their schemes

• Developing and maintaining industry recognised standards

Qualifications

• Working closely with and maintaining links with sector Awarding Organisations

• Supporting effective implementation and maintenance of the sector qualifications across the UK

• Maintaining and quality assuring units and qualifications across the UK

• Contributing to the delivery of skills investment plans across the UK

Apprenticeships

• Implementing the Richard Review (i.e. Trailblazers) and related changes across the UK and Devolved

Nations

• Responding to Governments policy consultations (i.e. new funding proposals) on behalf of the sector,

ensuring the voice of employers are heard

• Managing Apprenticeship registration and certification for the BSE sector.

SummitSkills works closely with and is supported by the sectors five main trade associations:

http://www.summitskills.org.uk/


The Chartered Institute of Plumbing and Heating Engineering

Founded in 1906, the Chartered Institute of Plumbing and Heating Engineering (CIPHE) is the professional

body for the UK plumbing and heating industry.

Membership is made up of individuals from a wide range of backgrounds such as consultants, specifiers,

designers, public health engineers, lecturers, trainers, trainees and practitioners.

The CIPHE has a membership of around 8,000 including approximately 200 manufacturers and distributors,

which support its work as Industrial Associates. Whilst the majority of members live in the UK, some 800 are

resident in Hong Kong and a further 300 are resident in over 30 other countries.

As an educational charity, the CIPHE supports initiatives which promote energy efficiency and sustainability,

but which do not have a detrimental effect on the general public and their health and safety.

As the body responsible for the Registers of Plumbers and Registered Heating Professionals and for the

promotion of the highest levels of plumbing and heating excellence, the CIPHE has a duty to ensure that

Registered Plumbers and Registered Heating Professionals are competent and are committed to Continuing

Professional Development.

The CIPHE is the Chartered body for the plumbing and heating industry and its registers of competency are

enshrined in its Charter of Incorporation, which is uniquely recognised through the Privy Council.

As custodians of public safety and health, the CIPHE is well placed to encourage the improvements of

educational standards for the plumbing and heating industry. It provides support for its members through

CPD and e-learning activities: www.ciphepd.org.uk.

Core aims and objectives:

Public Safety and Health

To benefit and educate the public worldwide by:

• Defining and monitoring professional standards

• Compiling and publishing a list of competent persons

• Co-operating with professional, research and educational bodies

Research

To promote study, research and publication by:

• Encouraging research groups in building engineering services

• Supporting technical advances within the industry

• Publishing research and development papers

Education

To further education of the profession, worldwide by:

• Promoting technical training programmes with colleges and the industry

• Supporting new and emerging technologies

• Publishing technical guidance

Membership

To raise the standards of individual Members by:

• Setting basic standards progressing to higher professional development

• Working towards Chartered status for members

• Development of Apprentice, Journeymen, Master Plumber Certificate and CPD programmes.


The Gatsby Charitable Foundation

In 1967 David Sainsbury set up the Gatsby Charitable Foundation and agreed its first grant – £50 to the

Liverpool School of Tropical Medicine.

David Sainsbury (now Lord Sainsbury of Turville) has since given Gatsby more than £1 billion to distribute to

charitable causes.

Gatsby works in areas that David Sainsbury and the Trustees are particularly passionate about and where they

believe charitable funding can make a real difference.

Gatsby is currently active in six tightly-focused areas:

• Plant science research

• Neuroscience research

• Science and engineering education

• Economic development in Africa

• Public policy research and advice

• The Arts

Gatsby has also supported significant programmes in mental health - in particular through the founding of the

Centre for Mental Health - although they are no longer focusing on this area.

Across all areas, Gatsby aims to be more than a funder. They act as an enabler for projects, designing,

developing, overseeing and, in some cases, delivering activities.

Gatsby are proactive in putting together projects to achieve their aims. Rather than wait for third-party

proposals, they identify areas of need, commission research and design interventions in partnership with

sector and industry experts.

As part of the work in education, Gatsby aims to increase the number of people with Level 3 and 4 STEM skills

by promoting the status of science, engineering and IT technicians and supporting technician training

pathways and qualifications that deliver real benefit to those who pursue them. Gatsby believe that the

science and engineering professional bodies have a key role to play in tackling this shortage by developing

professional registration standards for transferable skills that meet employer needs.

http://www.gatsby.org.uk/


Appendix 3

Industry Employer Group and Industry Stakeholder Group

The Industry Employer Development Group and Supporting Stakeholder Group were initially established to

support the joint research project between The Chartered Institute of Plumbing and Heating Engineering

(CIPHE) and SummitSkills.

Membership of the groups is representative of the plumbing and heating sector across the UK and collectively

supports the need for delivery of Apprenticeships and are fully up to speed and committed to the

development of a new employer-defined Apprenticeship standard for Plumbing and Domestic Heating and if

successful in their bid, will develop the new standard as part of the phase three Trailblazers.

Across both groups, SummitSkills is acting as secretariat and co-ordinating the project on behalf of the

employers with APHC providing technical support as the main sector trade association for the plumbing and

domestic heating sector across England and Wales. CIPHE is the lead professional body and will ensure the

pathway to professional recognition.

Employer Development Group – Membership:

• Seddon Construction Ltd

• Millside Heating Services Ltd

• Parker Bromley Ltd

• E C Merrett Ltd

• Arthur Padgett Ltd

• Coulson Building Group

• Gasway

• Leaks and Locks

• Andrew Crookes Plumbing and Heating

• Mitie

Stakeholder Supporting Group - Membership:

• SummitSkills

• CIPHE

• The Association of Plumbing and Heating Contractors (APHC)

• Building and Engineering Services Association (B&ES)

• Scottish and Northern Ireland Plumbing Employers’ Federation (SNIPEF)

• Joint Industry Board for Plumbing Mechanical Engineering Services (JIB-PMES)

• JTL

• Unite the Union

• BPEC

• City and Guilds

• EAL

• Logic-Certification

• Pearson

• The Worshipful Company of Plumbers


Appendix 4

Contacts for further information

SummitSkills

For further information in relation to SummitSkills, this research project and future Apprenticeship plans,

please contact:

Jacqui Chivers, Operations Manager

Tel: 0207 313 4892/07834 868947

Email: [email protected]

The Chartered Institute of Plumbing and Heating Engineering

For further information in regards to CIPHE, please contact:

Kevin Wellman, Chief Executive Officer

Tel: 01708 463101


Gatsby Charitable Foundation

For further information in relation to the Gatsby Charitable Foundation, please contact:

Daniel Sandford-Smith


Documents

Apprenticeships and Engineering Council Registration for ... · Apprenticeships and Engineering Council Registration for Plumbing and Domestic Heating - October 2014 Acknowledgements