This apprenticeship is in development and is subject to change
An apprenticeship is only available for delivery when both the standard and assessment plan is approved and a funding band (core government contribution) has been assigned to the standard.
If you'd like to get involved and contribute to the development of this apprenticeship, please read about developing standards and assessment plans. You can email the trailblazer contact using the details on this page.
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation is found in small, medium, and large organisations in the public, private and third sectors including public institutions, health, legal, commercial, educational, government, non-governmental organisations (NGOs), heritage/cultural, environmental, media and entertainment. Library information and knowledge management (LI&KM) professionals work in varied environments, including in an office, onsite or remotely.
This occupation is found in organisations where there is a requirement to manage the lifecycle of information and knowledge assets from identification and curation through to preservation and destruction as appropriate, in line with relevant national and international legislation and internal policies.
The broad purpose of the occupation is to promote education and knowledge through the establishment, development, and operation of libraries, information, or knowledge services. LI&KM professionals manage information and knowledge services and associated resources. This occupation requires ethical leadership and driving an ethical approach to the provision of information without bias or agenda in the management of the information asset or the provision of services to any user.
In addition, they need to ensure the ongoing development of green and sustainable libraries which may be of any size. LI&KM professionals will have a clear sustainability agenda, which includes green buildings and equipment, green office principles, sustainable economy, sustainable library services, social sustainability, environmental management and commitment to general environmental goals and programmes. LI&KM professionals actively enable equitable access to information in all forms to their communities. Typically, the role will enhance professional practice within the LI&KM community.
An LI&KM professional's daily work is governed by frequently changing complex legislation and regulations. They have a professional responsibility to ensure compliance from their organisations and users on matters such as data protection, intellectual property, privacy, diversity and equity, copyright, and licensing restrictions in the provision of LI&KM services. This technical and specialist role requires a thorough understanding of the legislative landscape in which the LI&KM professional operates as they advise and contribute to organisational policies in these areas.
They are required to ensure there are strategies and procedures in place to mitigate risk for their organisations in these areas. LI&KM professionals set and review information and knowledge strategies in line with business and operational goals. They are required to develop strategies, and analyse and manage the whole information and knowledge lifecycle.
They utilise their specialist knowledge and skills to identify continuous improvement and efficiencies to meet operational targets within budgetary parameters. Technological developments and the evolving needs of stakeholders and wider society mean that LI&KM professionals continually innovate and reformulate their specialist professional practice.
In their daily work, an employee in this occupation interacts with a range of internal stakeholders, including colleagues, other departments such as IT, legal, HR and marketing, senior management, and the board of directors, to deliver library, information, and knowledge services. The LI&KM professional is instrumental in building and managing strategic relationships. They liaise directly with external stakeholders, such as the public, students, researchers, academic and professional staff, library suppliers, and external agencies. They work in partnership with external stakeholders to achieve common goals across the library, information, and knowledge professions, such as negotiating costs with publishers, collaborating on information sharing, or advocating for LI&KM services. These include professional bodies, government bodies, pressure groups, members of the public, service users, and NGOs.
An employee in this occupation will be responsible for providing leadership and advice to their organisation on the needs of their service users. The technical and specialist advice and decision-making will be on the creation, collection, curation, storage, and provision of access to information, resources and knowledge. They will be responsible for ensuring that information can be retrieved, understood and used in all its formats for the purposes of work, education, research, health, wellbeing and entertainment. They do this by managing budgets to identify and select relevant resources to support stakeholders and organisational objectives.
LI&KM professionals will use practices such as cataloguing and classifying to industry standards in conjunction with LI&KM systems to ensure resources are searchable and retrievable for stakeholders. This would include how resources are made available in a LI&KM setting, through the purchase of databases and e-books/e-journals and the creation of digital resources and systems.
LI&KM professionals are responsible for policies concerning collection management, including which resources are collected and in which format, how budgets are spent, and information retention periods. As part of the role, they consider the carbon and climate change impacts of their strategies for the use of online data versus paper resources when selecting carbon neutral cloud providers for holding large stores of information and data. An LI&KM professional needs to be aware of issues such as critical librarianship, equity, diversity, and inclusion, misinformation and disinformation, and how the profession can act on these issues.
An LI&KM professional uses their specialist knowledge and skills to understand how their services, collections and metadata may exclude and marginalise groups in society and take steps to counteract this. The high-level responsibilities of LI&KM professionals include delivering leadership in conjunction with expertise to enable high quality, responsive LI&KM services. They take a lead on promoting and facilitating the development of information, media and digital literacy and knowledge mobilisation. This is done through delivering information sessions to stakeholders to share best practice in topics such as literature searching, accessing and searching databases and information systems, evaluating information and sources. This requires the development of teaching and presentation skills as well as professional knowledge of topics such as expert searching, critical appraisal, and information literacy.
They manage information and knowledge resources (physical and digital), including acquisition and creation, decision-making regarding choice of platform, storage, and retrieval, organisation, and categorisation as well as preservation and deletion. They are responsible for ensuring services are delivered within regulations and legal compliance for data and information use and in adherence with internal policies to mitigate risk for their organisation. Working at this level this occupational role will be responsible for reviewing and identifying potential risks and opportunities whilst continuously improving existing policies and procedures of the LI&KM function.
The LI&KM professional will work both independently and in a wide range of team settings usually accountable to a head of service. They work within agreed budgets and available resources. They will be responsible for decision making, alongside guiding, or influencing the decisions of others.
Their management responsibilities may include managing functions, budgets, people, and/or projects. They lead, mentor, coach, evaluate, anticipate resource requirements, and share best practice within their teams, across the organisation and with wider communities, both stakeholder and professional.
They work in a variety of environments and work patterns, including evenings, weekends, and public holidays. Some tasks in certain sectors may involve manual handling and working at height.
Whilst any entry requirements will be a matter for individual employers, typically an apprentice might be expected to have already achieved GCSE Maths and English on entry.
| Duty | KSBs |
|---|---|
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Duty 1 Design search strategies and undertake and evaluate complex searches for users to facilitate high quality learning, research, and evidence-based decision making. |
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Duty 2 Analyse, manipulate and interpret data from multiple sources to produce detailed reports and presentations for end users. |
K1 K2 K3 K4 K11 K16 K19 K20 K25 |
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Duty 3 Implement, manage, and support the development of digital technologies and sustainable specialist systems. |
K1 K3 K4 K5 K6 K8 K9 K11 K13 K14 K15 K19 K20 K22 K23 K24 K25 |
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Duty 4 Develop and ensure adherence to policies and regulations regarding processes and procedures for information use, while retaining the balance between information availability and information security. |
K1 K4 K5 K6 K7 K8 K9 K11 K13 K14 K15 K17 K19 K20 K21 K22 K23 K25 |
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Duty 5 Create, maintain, and develop classification systems for data, information, and knowledge resources with appropriate metadata to enable searching, retrieval, and use of collections for end users. |
K1 K2 K3 K5 K6 K8 K9 K11 K13 K14 K15 K19 K20 K23 |
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Duty 6 Manage and develop resources, information, data, or knowledge assets to ensure accessibility of information and knowledge for all users. |
K1 K2 K5 K6 K7 K8 K9 K10 K11 K13 K14 K15 K17 K19 K20 K22 K23 K24 K25 |
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Duty 7 Plan, deliver and evaluate information literacy training and reading development for users. Improve users' ability to take advantage of the resources/information collected, managed, and made available by library, information, and knowledge management (LI&KM) services. |
K1 K2 K3 K4 K5 K6 K8 K9 K10 K11 K12 K14 K15 K16 K19 K20 K22 K25 K26 |
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Duty 8 Assess the impact of service provision and continuous improvement through the evaluation of service data. |
K1 K2 K4 K6 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 K23 K25 |
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Duty 9 Curate and preserve assets to ensure their relevance and/or availability for future use. |
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Duty 10 Lead day-to-day support and specialist advice across the organisation on information and literacy skills. |
K1 K2 K3 K4 K6 K10 K11 K13 K14 K15 K18 K19 K20 K23 K24 K26 |
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Duty 11 Manage and contribute to the internal and external marketing of the service, including advocacy and promotion, particularly in relation to managing relationships, strategic planning, and development of services. |
K6 K7 K11 K13 K14 K15 K16 K17 K18 K20 K22 K23 K24 K25 K26 S3 S4 S7 S11 S12 S13 S14 S16 S17 S18 S20 S21 S22 S23 S24 S26 |
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Duty 12 Cultivate and maintain collaborative relationships with key stakeholders to influence key decision makers and further service objectives. |
K7 K11 K12 K13 K14 K15 K16 K17 K18 K20 K21 K23 K24 K25 K26 |
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Duty 13 Contribute to development of the organisational strategy through the development and implementation of operational and business plans for their area of responsibility. |
K1 K6 K7 K11 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K27 |
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Duty 14 Keep up-to-date with technological advances and emerging technology and review their impact on the organisation and service. |
K1 K4 K11 K13 K14 K15 K16 K17 K19 K20 K22 K23 |
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Duty 15 Promote innovation to address changing requirements and to take advantage of new opportunities for a green and sustainable service. |
K1: Specialist library, information, and knowledge systems and how to evaluate them within the context of organisational needs.
Back to Duty
K2: Sources of up-to-date and reliable data and information from trusted bodies and how to assess their quality.
Back to Duty
K3: Tools and information retrieval techniques used for discovering information and evaluating the quality of outputs to meet stakeholder requirements.
Back to Duty
K4: Techniques and tools for research, analysis, and critical appraisal.
Back to Duty
K5: Principles of information and knowledge architecture.
Back to Duty
K6: Information and knowledge flows within their organisation.
Back to Duty
K7: How to write and implement an information or knowledge strategy through influencing and negotiating with stakeholders.
Back to Duty
K8: Principles of organising information and collection management, such as classification systems, taxonomies, and metadata.
Back to Duty
K9: Procedures to manage the lifecycle of knowledge and information assets, from identification through to preservation.
Back to Duty
K10: The principles and approaches of information literacy and related literacies, their frameworks, application, and promotion.
Back to Duty
K11: Stakeholder needs and how they access and use information.
Back to Duty
K12: User behaviour and the use of teaching methods to enhance user information literacy skills.
Back to Duty
K13: Current and emerging trends in technology, and the impact on service provision and professional practice.
Back to Duty
K14: Best practice and latest developments in the wider information and knowledge professions.
Back to Duty
K15: Ethics and principles that impact on the role of the library, information, and knowledge management (LI&KM) professional, and implications for practice within the organisation.
Back to Duty
K16: Marketing and promotion tools and techniques to promote services.
Back to Duty
K17: The role of the library, information, and knowledge management (LI&KM) professional, and how it contributes to the delivery of organisation strategy and objectives.
Back to Duty
K18: The key stakeholders within the organisation and how they interact to contribute to the wider organisational goals.
Back to Duty
K19: The international legislative environment and relevant regulatory requirements, such as General Data Protection Regulation (GDPR), Copyright, Intellectual Property (IP), and their impact on professional practice and service provision in the organisation.
Back to Duty
K20: Equity, diversity, and inclusion (EDI), and its application in the workplace and service practice.
Back to Duty
K21: The principles of environmental sustainability, legislation, and best practice, and its impact on the service.
Back to Duty
K22: Project management tools and techniques.
Back to Duty
K23: Risk identification, management, and mitigation for business continuity.
Back to Duty
K24: Financial planning, budget management, procurement, and contract management.
Back to Duty
K25: Leadership and management practice, staff development and ethical leadership.
Back to Duty
K26: Coaching and mentoring methods.
Back to Duty
K27: Negotiation and influencing models and techniques.
Back to Duty
S1: Search, critically appraise, synthesise, and summarise data, information, or knowledge.
Back to Duty
S2: Identify reliable and trusted information sources.
Back to Duty
S3: Write reports and present information for stakeholders.
Back to Duty
S4: Identify resources and information to meet stakeholder needs.
Back to Duty
S5: Assist stakeholders with information enquiries and research needs.
Back to Duty
S6: Design and develop training programmes and materials to facilitate the development of information and related literacies for stakeholders.
Back to Duty
S7: Analyse user needs to design tools and services for stakeholders.
Back to Duty
S8: Select, organise, and classify information resources to assist resource discovery.
Back to Duty
S9: Manage and develop information, data, and reading resources.
Back to Duty
S10: Use specialist library, information, and knowledge systems to manage information.
Back to Duty
S11: Analyse and evaluate evidence and data to respond to stakeholder needs to improve service provision.
Back to Duty
S12: Use evidence and data to demonstrate their service and profession within the organisation and to stakeholders.
Back to Duty
S13: Apply an evidence-based approach to decision-making and development of policies and procedures.
Back to Duty
S14: Contribute to projects and the transformation of library and information services across organisational boundaries, such as those impacted by targets.
Back to Duty
S15: Manage and use relevant regulatory requirements, such as General Data Protection Regulation (GDPR), Copyright, Intellectual Property (IP), for service provision.
Back to Duty
S16: Apply equity, diversity, and inclusion (EDI) practices in line with organisation policies.
Back to Duty
S17: Collaborate on the strategic planning for their organisation, such as objective setting and business planning.
Back to Duty
S18: Use project management techniques to prioritise tasks.
Back to Duty
S19: Analyse problems and provide solutions.
Back to Duty
S20: Lead projects or elements of projects to implement change or continuous improvement of their service.
Back to Duty
S21: Communicate with stakeholders using liaison and facilitation skills.
Back to Duty
S22: Influence and negotiate with stakeholders to shape and agree service aims.
Back to Duty
S23: Coach and mentor individuals within their organisation.
Back to Duty
S24: Use horizon scanning to research and implement new developments in the profession within the organisational context.
Back to Duty
S25: Present information and data to stakeholders.
Back to Duty
S26: Generate, manipulate, and present digital information to assist and inform users and stakeholders of the service.
Back to Duty
S27: Identify the impact of technology on service provision and professional practice.
Back to Duty
B1: Role models ethical and inclusive behaviours and practices.
Back to Duty
B2: Works flexibly and creatively adapts to circumstances.
Back to Duty
B3: Seeks learning opportunities and continuous professional development for self.
Back to Duty
B4: Takes responsibility, shows initiative, and is organised.
Back to Duty
B5: Takes personal accountability aligned to clear professional values.
Back to Duty
B6: Works collaboratively with others across the organisation and external stakeholders.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
This standard aligns with the following professional recognition:
This document explains the requirements for end-point assessment (EPA) for the library, information and knowledge management professional apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Library, information and knowledge management professional apprentices, their employers and training providers should read this document.
A full-time library, information and knowledge management professional apprentice typically spends 36 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 5 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - written project report with presentation and questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 36 months
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The apprentice must:
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|---|---|
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the written project report with presentation and questioning, the apprentice must submit a project report scoping document. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed.
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 5 months
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The grades available for each assessment method are below
Written project report with presentation and questioning:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with:
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 5 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Written project report requirements:
To ensure the written project report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the written project report’s title and scope at the gateway to confirm it is suitable. A brief project report scoping document must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the written project report will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed. The agreed project will present a typical business task, appropriate for demonstrating the skills and knowledge on the standard. The agreed project will be comparable in terms of content and complexity for all apprentices - it is the context within which the knowledge, and skills must be demonstrated that will vary. Each project will typically take six months to complete. The project is undertaken and completed on programme and pre-gateway to the EPA. The project itself is not part of the EPA. The project will typically be undertaken on the employer’s premises or where this is not practical, on the training providers premises.
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB. A qualitative, as opposed to quantitative, approach is suggested.
Evidence sources may include:
This is not a definitive list. Other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance - for example, witness statements - rather than opinions. The evidence provided should be valid and attributable to the apprentice. The portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. The independent assessor should review the portfolio of evidence to prepare questions for the professional discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A written project report involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The written project report must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The research and project work is completed prior to gateway. The written project report must start after the apprentice has gone through the gateway. The EPAO must refer to the grading descriptors to ensure that written project reports are pitched appropriately.
This assessment method has 2 components:
written project report
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This assessment method is being used because:
The apprentice must complete a written project report based on any of the following:
Examples of the types of projects on which a written project report an apprentice could submit include:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the written project report's title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that written project reports are pitched appropriately.
The project output must be in the form of a written project report and presentation.
The apprentice must start the written project report after the gateway. The employer should ensure the apprentice has the time and resources, within the written project report period, to plan and complete their written project report.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their written project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the written project report and any presentation materials are submitted.
The apprentice may choose to end any assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The written project report must include at least:
The written project report must have a word count of 4000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the written project report evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the written project report and any presentation materials to the EPAO by the end of week 12 of the EPA period.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project, report and presentation.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 20 minutes and questioning lasting 40 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 6 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit any presentation materials to the EPAO at the same time as the written project report - by the end of week 12 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review the written project report and any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 2 weeks’ notice of the presentation with questions.
The independent assessor must make the grading decision. They must assess the written project report components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 6 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The apprentice may choose to end any assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Knowledge, information and data management
K2 K8 S1 S2 S3 S8 S9 S26 B4 |
Outlines their sources of most recent data and information and how they evaluate its quality, reliability, and integrity. (K2, S2) Applies the principles of organising information and collection management to select, organise and classify information resources to enable resource discovery. (K8, S8) Proactively organises data, information, or knowledge searches into synthesised, summarised, and critically appraised reports that can be presented to stakeholder to meet their needs. (S1, S3, B4) Manages and develops information and reading resources in order to generate, manipulate and present digital information to assist and inform users and stakeholders of the service. (S9, S26) |
Critically reviews the quality, reliability, and integrity of their sources of data. (K2, S2) |
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Digital tools and software
K1 K3 K4 K13 K14 S24 S25 S27 |
Summarises methods used to evaluate specialist library, information, and knowledge management systems in the context of organisational needs. (K1) Outlines the tools and information retrieval techniques used to discover information and how they evaluated the degree to which they met stakeholder requirements. (K3) Evaluates their use of tools and techniques used to research, analyse, and critically appraise information that is suitable to be presented to stakeholders. (K4, S25) Evaluates the impact of current and emerging trends in technology on service provision and professional practice. (K13, S27) Applies horizon scanning to research and implement best practice and new developments in the profession within an organisational context. (K14, S24) |
Critically evaluates how new developments identified by horizon scanning have changed service provision and professional practice. (K14, S24) |
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Managing stakeholders
K18 S11 B1 B6 |
Outlines how they have worked collaboratively to meet the needs of the organisation or external stakeholders when analysing and evaluating evidence and data to improve service provision. (S11, B6) Analyses the key stakeholders and how they interact to contribute to wider organisational goals, role modelling ethical and inclusive behaviours and practices with those they encounter during the project. (K18, B1) |
None |
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Management practices
K22 K23 K24 S14 S18 S19 S20 B2 |
Applies project management tools and techniques to contribute to the transformation of library and information services across organisational boundaries. (K22, S14) Leads projects which include elements of financial planning, budget management, procurement, and contract management to change or improve service. (K24, S20) Outlines how they use risk identification to enable them to analyse problems and provide solutions of how these are managed and mitigate business continuity. (K23, S19) Describes how they use project management techniques to work flexibly and prioritise tasks. (S18, B2) |
Critically evaluates the extent to which the project has contributed to the transformation of library and information services across organisational boundaries. (K22, S14) |
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Knowledge, information and data management
K5 K6 K9 K10 K12 K27 S4 S6 |
Summarises procedures to manage the lifecycle of knowledge and information assets and negotiation and influencing models and techniques. (K9, K27) Outlines the principles of information and knowledge architecture and how they are used to manage the flows within their organisation to meet stakeholder needs. (K5, K6, S4) Reviews the principles and approaches of information literacy and related literacies, their frameworks, application, and promotion. (K10) Evaluates the role of user behaviour and teaching methods when designing and developing training programmes and materials to enhance user information literacy skills. (K12, S6) |
Critically evaluates the impact of training programmes and materials on the development of stakeholder information and related literacies. (K12, S6) |
|
Digital tools and software
K16 S10 |
Analyses how specialist library, information, and knowledge management systems can be used to advance marketing and promotion tools and techniques to promote services. (K16, S10) |
None |
|
Managing stakeholders
K7 K11 S5 S7 S12 S21 S22 |
Analyses how they have used influencing and negotiating to develop and implement an information or knowledge strategy with stakeholders, including the shaping and agreement of service aims. (K7, S22) Identifies stakeholder needs for accessing information and assists with their information enquiries and research needs, demonstrating facilitation skills to communicate with them. (K11, S5, S21) Analyses user needs to design tools and services, and employs resulting evidence and data to demonstrate their service and profession within the organisation and to stakeholders. (S7, S12) |
Evaluates their use of influencing and negotiation techniques with stakeholders to develop an information or knowledge strategy aimed at enhancing service aims (K7, S22) |
|
Organisation practice and policies
K15 K17 K20 S16 B5 |
Describes the role of a library, information, and knowledge management (LI&KM) professional including the impact that ethics and principles have on it and how their role contributes to the delivery of organisation strategy and objectives. (K15, K17) Proactively follows equity, diversity and inclusion guidance in the workplace and service practice, in line with professional values and organisational policies. (K20, S16, B5) |
None |
|
Regulation and legislation
K19 K21 S15 |
Evaluates the impact of compliance with legislative and regulatory requirements on professional practice and service provision in the organisation. (K19, S15) Critically evaluates the impact that the principles of environmental sustainability, legislation, and best practice have had on the service. (K21) |
None |
|
Management practices
K25 K26 S13 S17 S23 B3 |
Outlines how they have identified learning opportunities while taking into account ethical leadership and management practices, as well as personal and staff development. (K25, B3) Evaluates the methods they have used for coaching and mentoring individuals and or groups. (K26, S23) Applies an evidence-based and collaborative approach to strategic planning, decision-making, and the development of policies and procedures. (S13, S17) |
Critically analyses the success of the methods they have used for coaching in comparison to mentoring. (K26, S23) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the written project report with presentation and questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Written project report with presentation and questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Fail | Fail |
| Fail | Pass | Fail |
| Pass | Fail | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Specialist library, information, and knowledge systems and how to evaluate them within the context of organisational needs. Back to Grading |
Written project report with presentation and questioning |
|
K2
Sources of up-to-date and reliable data and information from trusted bodies and how to assess their quality. Back to Grading |
Written project report with presentation and questioning |
|
K3
Tools and information retrieval techniques used for discovering information and evaluating the quality of outputs to meet stakeholder requirements. Back to Grading |
Written project report with presentation and questioning |
|
K4
Techniques and tools for research, analysis, and critical appraisal. Back to Grading |
Written project report with presentation and questioning |
|
K5
Principles of information and knowledge architecture. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Information and knowledge flows within their organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
How to write and implement an information or knowledge strategy through influencing and negotiating with stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
Principles of organising information and collection management, such as classification systems, taxonomies, and metadata. Back to Grading |
Written project report with presentation and questioning |
|
K9
Procedures to manage the lifecycle of knowledge and information assets, from identification through to preservation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
The principles and approaches of information literacy and related literacies, their frameworks, application, and promotion. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Stakeholder needs and how they access and use information. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
User behaviour and the use of teaching methods to enhance user information literacy skills. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13
Current and emerging trends in technology, and the impact on service provision and professional practice. Back to Grading |
Written project report with presentation and questioning |
|
K14
Best practice and latest developments in the wider information and knowledge professions. Back to Grading |
Written project report with presentation and questioning |
|
K15
Ethics and principles that impact on the role of the library, information, and knowledge management (LI&KM) professional, and implications for practice within the organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Marketing and promotion tools and techniques to promote services. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
The role of the library, information, and knowledge management (LI&KM) professional, and how it contributes to the delivery of organisation strategy and objectives. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
The key stakeholders within the organisation and how they interact to contribute to the wider organisational goals. Back to Grading |
Written project report with presentation and questioning |
|
K19
The international legislative environment and relevant regulatory requirements, such as General Data Protection Regulation (GDPR), Copyright, Intellectual Property (IP), and their impact on professional practice and service provision in the organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
Equity, diversity, and inclusion (EDI), and its application in the workplace and service practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
The principles of environmental sustainability, legislation, and best practice, and its impact on the service. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
Project management tools and techniques. Back to Grading |
Written project report with presentation and questioning |
|
K23
Risk identification, management, and mitigation for business continuity. Back to Grading |
Written project report with presentation and questioning |
|
K24
Financial planning, budget management, procurement, and contract management. Back to Grading |
Written project report with presentation and questioning |
|
K25
Leadership and management practice, staff development and ethical leadership. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K26
Coaching and mentoring methods. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K27
Negotiation and influencing models and techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Search, critically appraise, synthesise, and summarise data, information, or knowledge. Back to Grading |
Written project report with presentation and questioning |
|
S2
Identify reliable and trusted information sources. Back to Grading |
Written project report with presentation and questioning |
|
S3
Write reports and present information for stakeholders. Back to Grading |
Written project report with presentation and questioning |
|
S4
Identify resources and information to meet stakeholder needs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Assist stakeholders with information enquiries and research needs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S6
Design and develop training programmes and materials to facilitate the development of information and related literacies for stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Analyse user needs to design tools and services for stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Select, organise, and classify information resources to assist resource discovery. Back to Grading |
Written project report with presentation and questioning |
|
S9
Manage and develop information, data, and reading resources. Back to Grading |
Written project report with presentation and questioning |
|
S10
Use specialist library, information, and knowledge systems to manage information. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Analyse and evaluate evidence and data to respond to stakeholder needs to improve service provision. Back to Grading |
Written project report with presentation and questioning |
|
S12
Use evidence and data to demonstrate their service and profession within the organisation and to stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Apply an evidence-based approach to decision-making and development of policies and procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Contribute to projects and the transformation of library and information services across organisational boundaries, such as those impacted by targets. Back to Grading |
Written project report with presentation and questioning |
|
S15
Manage and use relevant regulatory requirements, such as General Data Protection Regulation (GDPR), Copyright, Intellectual Property (IP), for service provision. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S16
Apply equity, diversity, and inclusion (EDI) practices in line with organisation policies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Collaborate on the strategic planning for their organisation, such as objective setting and business planning. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18
Use project management techniques to prioritise tasks. Back to Grading |
Written project report with presentation and questioning |
|
S19
Analyse problems and provide solutions. Back to Grading |
Written project report with presentation and questioning |
|
S20
Lead projects or elements of projects to implement change or continuous improvement of their service. Back to Grading |
Written project report with presentation and questioning |
|
S21
Communicate with stakeholders using liaison and facilitation skills. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S22
Influence and negotiate with stakeholders to shape and agree service aims. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S23
Coach and mentor individuals within their organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S24
Use horizon scanning to research and implement new developments in the profession within the organisational context. Back to Grading |
Written project report with presentation and questioning |
|
S25
Present information and data to stakeholders. Back to Grading |
Written project report with presentation and questioning |
|
S26
Generate, manipulate, and present digital information to assist and inform users and stakeholders of the service. Back to Grading |
Written project report with presentation and questioning |
|
S27
Identify the impact of technology on service provision and professional practice. Back to Grading |
Written project report with presentation and questioning |
| Behaviour | Assessment methods |
|---|---|
|
B1
Role models ethical and inclusive behaviours and practices. Back to Grading |
Written project report with presentation and questioning |
|
B2
Works flexibly and creatively adapts to circumstances. Back to Grading |
Written project report with presentation and questioning |
|
B3
Seeks learning opportunities and continuous professional development for self. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Takes responsibility, shows initiative, and is organised. Back to Grading |
Written project report with presentation and questioning |
|
B5
Takes personal accountability aligned to clear professional values. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Works collaboratively with others across the organisation and external stakeholders. Back to Grading |
Written project report with presentation and questioning |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Knowledge, information and data management
K2 K8 S1 S2 S3 S8 S9 S26 B4 |
Sources of up-to-date and reliable data and information from trusted bodies and how to assess their quality. (K2) Principles of organising information and collection management, such as classification systems, taxonomies, and metadata. (K8) |
Search, critically appraise, synthesise, and summarise data, information, or knowledge. (S1) Identify reliable and trusted information sources. (S2) Write reports and present information for stakeholders. (S3) Select, organise, and classify information resources to assist resource discovery. (S8) Manage and develop information, data, and reading resources. (S9) Generate, manipulate, and present digital information to assist and inform users and stakeholders of the service. (S26) |
Takes responsibility, shows initiative, and is organised. (B4) |
|
Digital tools and software
K1 K3 K4 K13 K14 S24 S25 S27 |
Specialist library, information, and knowledge systems and how to evaluate them within the context of organisational needs. (K1) Tools and information retrieval techniques used for discovering information and evaluating the quality of outputs to meet stakeholder requirements. (K3) Techniques and tools for research, analysis, and critical appraisal. (K4) Current and emerging trends in technology, and the impact on service provision and professional practice. (K13) Best practice and latest developments in the wider information and knowledge professions. (K14) |
Use horizon scanning to research and implement new developments in the profession within the organisational context. (S24) Present information and data to stakeholders. (S25) Identify the impact of technology on service provision and professional practice. (S27) |
None |
|
Managing stakeholders
K18 S11 B1 B6 |
The key stakeholders within the organisation and how they interact to contribute to the wider organisational goals. (K18) |
Analyse and evaluate evidence and data to respond to stakeholder needs to improve service provision. (S11) |
Role models ethical and inclusive behaviours and practices. (B1) Works collaboratively with others across the organisation and external stakeholders. (B6) |
|
Management practices
K22 K23 K24 S14 S18 S19 S20 B2 |
Project management tools and techniques. (K22) Risk identification, management, and mitigation for business continuity. (K23) Financial planning, budget management, procurement, and contract management. (K24) |
Contribute to projects and the transformation of library and information services across organisational boundaries, such as those impacted by targets. (S14) Use project management techniques to prioritise tasks. (S18) Analyse problems and provide solutions. (S19) Lead projects or elements of projects to implement change or continuous improvement of their service. (S20) |
Works flexibly and creatively adapts to circumstances. (B2) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Knowledge, information and data management
K5 K6 K9 K10 K12 K27 S4 S6 |
Principles of information and knowledge architecture. (K5) Information and knowledge flows within their organisation. (K6) Procedures to manage the lifecycle of knowledge and information assets, from identification through to preservation. (K9) The principles and approaches of information literacy and related literacies, their frameworks, application, and promotion. (K10) User behaviour and the use of teaching methods to enhance user information literacy skills. (K12) Negotiation and influencing models and techniques. (K27) |
Identify resources and information to meet stakeholder needs. (S4) Design and develop training programmes and materials to facilitate the development of information and related literacies for stakeholders. (S6) |
None |
|
Digital tools and software
K16 S10 |
Marketing and promotion tools and techniques to promote services. (K16) |
Use specialist library, information, and knowledge systems to manage information. (S10) |
None |
|
Managing stakeholders
K7 K11 S5 S7 S12 S21 S22 |
How to write and implement an information or knowledge strategy through influencing and negotiating with stakeholders. (K7) Stakeholder needs and how they access and use information. (K11) |
Assist stakeholders with information enquiries and research needs. (S5) Analyse user needs to design tools and services for stakeholders. (S7) Use evidence and data to demonstrate their service and profession within the organisation and to stakeholders. (S12) Communicate with stakeholders using liaison and facilitation skills. (S21) Influence and negotiate with stakeholders to shape and agree service aims. (S22) |
None |
|
Organisation practice and policies
K15 K17 K20 S16 B5 |
Ethics and principles that impact on the role of the library, information, and knowledge management (LI&KM) professional, and implications for practice within the organisation. (K15) The role of the library, information, and knowledge management (LI&KM) professional, and how it contributes to the delivery of organisation strategy and objectives. (K17) Equity, diversity, and inclusion (EDI), and its application in the workplace and service practice. (K20) |
Apply equity, diversity, and inclusion (EDI) practices in line with organisation policies. (S16) |
Takes personal accountability aligned to clear professional values. (B5) |
|
Regulation and legislation
K19 K21 S15 |
The international legislative environment and relevant regulatory requirements, such as General Data Protection Regulation (GDPR), Copyright, Intellectual Property (IP), and their impact on professional practice and service provision in the organisation. (K19) The principles of environmental sustainability, legislation, and best practice, and its impact on the service. (K21) |
Manage and use relevant regulatory requirements, such as General Data Protection Regulation (GDPR), Copyright, Intellectual Property (IP), for service provision. (S15) |
None |
|
Management practices
K25 K26 S13 S17 S23 B3 |
Leadership and management practice, staff development and ethical leadership. (K25) Coaching and mentoring methods. (K26) |
Apply an evidence-based approach to decision-making and development of policies and procedures. (S13) Collaborate on the strategic planning for their organisation, such as objective setting and business planning. (S17) Coach and mentor individuals within their organisation. (S23) |
Seeks learning opportunities and continuous professional development for self. (B3) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Not set | Not set | Not set |
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