With the 2023/2024 academic year behind us and the dust settled from the R14 submissions, providers can take a moment to reflect and regroup. As we look ahead to the 2024/2025 academic year, it’s the perfect time to start preparing to ensure a smooth R14 process next year. This article explores practical strategies and tools to streamline your processes with the help of Aptem.

The Cattell-Horn-Carroll (CHC) model of cognitive abilities (e.g., Schneider & McGrew, 2012) provides an explanation of how different cognitive abilities relate to each other and how this might impact an individual’s academic performance and workplace learning. Diagnostic testing for specific learning difficulties uses the CHC model to identify whether a learner has a relative weakness in one or more of the main components linked to learning achievement.

Apprentice learners who need to complete functional skills in English and Maths often struggle more with their apprenticeship programmes. They tend to fall behind schedule and are more likely to drop out. This issue is particularly pronounced at higher apprenticeship levels.

Aptem’s study of over 160,000 apprentices highlights that functional skills modules in English and Maths negatively impact completion rates. Apprentices that have these modules as part of their programme often face delays and are almost twice as likely to drop out compared to peers. About 27% have functional skills, leading to a higher likelihood of falling behind.

Aptem’s analysis shows that the percentage of apprentice learners reporting a learning difficulty or disability (LLDD) has risen dramatically over the past two academic years.