Scotland’s economy is ever changing, and industries need a workforce with the right skills to keep up with new technology and global competition.

Apprenticeships play a big role in making sure people get the training and qualifications they need to gain the skills for a sustainable career.

Apprenticeships and SCQF levels

SCQF levels are embedded into Foundation, Modern and Graduate apprenticeship frameworks, which enables apprentices to gain the right level of competency, ability and skill to do their job. The SCQF levels of apprenticeships range from 5 to 12.

headshot of Diane Greenlees, Director of National Training Programmes, Skills Development Scotland
Skills focus: Diane Greenlees, Director of National Training Programmes, Skills Development Scotland

Many Scottish apprenticeships are taken at SCQF level 6 or above, meaning they provide advanced skills and knowledge to meet employer demand.

Over the past five years, the majority of Modern Apprentices have started at higher SCQF levels. In 2022/23, 80.9% of Modern Apprenticeships (MAs) were at SCQF Level 6 or above, increasing to 82.9% in 2023/24.

This steady rise shows a clear focus to give workers the skills they need for Scotland’s growing industries.

Creating more opportunities

Higher level apprenticeships are also helping more people from a range of backgrounds and abilities find high quality opportunities.

By making apprenticeships more inclusive, Scotland is creating a fairer job market and giving more people the chance to succeed.

The latest annual MA statistics showed that 80% of those who had declared as having a disability and 88% of those who declared being from an ethnic minority community have started apprenticeships at SCQF level 6 and over.

More than just a qualification

Scottish apprenticeships don’t just give people technical knowledge, they also help develop important meta-skills, like problem-solving, teamwork, communication and adaptability. These skills are useful in any job and help apprentices move into different roles as their careers progress.

This means that apprentices are not only learning practical skills, but also becoming confident and capable professionals who can adapt to changes in the workplace.

Building a strong future

Through these aspects and more, apprenticeships are helping Scotland build a skilled and adaptable workforce.

Developed to produce the skills needed to support industry, apprenticeships attract businesses to Scotland by ensuring there will be well-trained workers available, making the economy stronger and more competitive.

Man in safety goggles examines mechanical equipment, while working on the equipment with a screwdriver. He represents an apprenticeship

Apprenticeships are made for business, created in partnership with employers, for employers, making skilled individuals that benefit their businesses.

By providing strong technical training and valuable life skills, apprenticeships prepare people to meet today’s demands and for the jobs of the future.

This investment in skills is making Scotland more competitive and creating better opportunities for everyone.

For more information, visit apprenticeship.scot

Be inspired by our apprenticeship case studies.

View and compare apprenticeship SCQF levels on our Interactive Framework.

Glossary Term

Authority

Appears at Level 12 only where it is used in the phrase ‘demonstrate substantial authority’, reflecting a recognised high level and depth of expertise/expert knowledge and understanding, along with confidence. It does not mean ‘exercise authority over staff and resources’ etc, as that could clearly apply at earlier levels.

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Exercise

Used in connection with management and/or supervisory responsibility, denotes a requirement of a formal, substantive role.

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Directive

Applied to ‘supervision’, signifies a task or activity that is guided.

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Graphical Data

Encompasses maps, plans, diagrams, tables and graphs.

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Synthesis

Combine discrete elements into a coherent whole.

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Analysis

Examine in detail with a view to explanation and interpretation.

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Present

Set out, put forward, deliver information using a variety of mediums as appropriate.

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Hypothetical

Supposed, assumed for the sake of argument.

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Straightforward

Clear and uncomplicated activity, but not as demanding or systematic and therefore not as advanced as ‘routine’.

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Creativity

Often used in combination with ‘originality’. There is overlap in definition, but the defining characteristic of creativity appears to be imagination.

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Originality

Often used in combination with ‘creativity’. There is overlap in definition, but the defining characteristic of originality appears to be independence.

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Professional

Used throughout as an adjective and applied to terms including level, skills, techniques, practices, contexts, and issues where it bears broad interpretation as ‘behaving appropriately/doing things properly and well and to notions of accepted, (including externally) prescribed standards’, as well as narrow, relating to a specific occupation designated as a profession. In this latter sense, the term applies in all contexts including academic study, eg footnoting properly.

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Unfamiliar

New territory for an activity.

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Routine

Used as an adjective throughout and applied to terms including skills, tasks, elements, practices, contexts, methods and problems where it describes activity that is standard, usual, unvarying, customary, common.

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Everyday

Slightly more advanced and beyond personal but a known experience/activity encountered/applied regularly - less advanced than ‘familiar’.

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Familiar

Often encountered or experienced; common; something one has a good knowledge of - more advanced than ‘personal’ and ‘everyday’, not as advanced as ‘routine’.

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Personal

An experience relating only or primarily to the person – one would expect to start here then widen out into the rest of the world, so not as advanced as ‘familiar’.

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Critical

Fully informed, capable of supporting in-depth analysis and assessment.

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Discerning

Using judgement to recognise differences but not fully equipped/informed to analyse and discuss them in depth, so less advanced than critical.

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Awareness

Consciousness, including a background consciousness. Can be a starting point for further exploration.

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Appreciation

A sense, perception, a hold, fix or grasp of one or more of the various aspects of a subject/discipline/sector.

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Understanding

A thorough and firm grasp of a subject/discipline/sector or an element or elements of it, derived from education/study, experience and reasoning in appropriate combination. Can be defined as ‘know why’, as opposed to ‘know that’. More holistic knowledge of processes and contexts, so more advanced than appreciation and knowledge.

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Simple

Undemanding activity not necessarily part of a formal structure - not as advanced as ‘basic’.

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Knowledge

Facts, ideas, theories and concepts in a subject/discipline/sector acquired through experience and/or education – a surer grasp than appreciation so more advanced.

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Basic

Activity is early stepping stone on a structure or framework that can be built upon – more advanced than ‘simple’.