The first Independent End-Point Assessment (EPA) for Coventry University’s Project Management Degree Apprenticeship in December 2024 marks a significant milestone, validating apprentices’ ability to apply their knowledge, skills and behaviours in real-world practice (Turner & Low, 2024). As the final evaluation of competence, the EPA requires structured preparation, critical reflection and employer support (Pan & Ressin, 2022).

‘The success of the apprentices reinforces the effectiveness of our apprenticeship model in developing industry-relevant skills.’

This blog post highlights key lessons from our first EPA, focusing on preparation strategies, employer engagement and curriculum integration. Despite balancing work, study and personal commitments, apprentices excelled, with many achieving distinctions. Their success reinforces the effectiveness of our apprenticeship model in developing industry-relevant skills. The structured assessment process, including project submissions, presentations and professional discussions, has strengthened core competencies and industry readiness (Lester & Bravenboer, 2020), demonstrating the value of a well-supported EPA framework.

Lessons learned and moving forward

1. The need for early EPA awareness and structured preparation

The End-Point Assessment (EPA) is a high-stakes, competency-based evaluation conducted by an independent assessor, differing from traditional coursework or exams. It includes practical tasks, a professional discussion and a synoptic assessment to determine whether an apprentice meets industry standards. Many apprentices lack full awareness of EPA expectations, which can impact performance (Pan & Ressin, 2022). Early familiarisation with grading criteria, assessment methods and expectations is crucial. In the Project Management Degree Apprenticeship, the EPA involves a project report, a portfolio-based discussion and a presentation with questioning, assessing frameworks, leadership and problem-solving. Meeting both academic and workplace standards requires structured preparation.

2. Strengthening initial assessment and learning plans

A thorough initial assessment identifies an apprentice’s strengths, development areas and support needs, improving retention and EPA success (Turner & Low, 2024). Ongoing progress monitoring and targeted interventions enhance preparation. In the Project Management Degree Apprenticeship, mid-programme mock EPA assessments provide structured feedback, helping apprentices address gaps, refine critical thinking and build confidence. While employers are crucial in training and assessment support, resource limitations can affect effectiveness (Turner & Low, 2024). Stronger collaboration between employers and training providers is essential for full apprentice readiness.

3. Curriculum design that integrates EPA from day one

EPA preparation should begin at the start of the apprenticeship, not just before assessment. Mock assessments and structured reflection, such as the STAR (Situation, Task, Action, Result) approach, enhance performance (Lester & Bravenboer, 2020). In the Project Management Degree Apprenticeship, STAR helps apprentices reflect on project milestones, strengthening their professional discussion skills. Collaboration between mentors and tutors improves understanding of assessment requirements (Pan & Ressin, 2022). Sustainable apprenticeship models focus on ongoing EPA readiness, but workplace demands often cause employers to underprioritise preparation, highlighting the need for stronger engagement (Turner & Low, 2024).

4. Employer engagement in on-the-job learning

Employer involvement is crucial to an apprentice’s success, enhancing their ability to apply academic learning in practice (Pan & Ressin, 2022). Clearer guidance on the employer’s role and stronger integration of academic and work-based learning are key improvements. In the Project Management Degree Apprenticeship, employer briefings, mentor check-ins and co-designed workplace projects ensured apprentices applied project management frameworks in real-world tasks, bridging academic learning with industry practice.

5. The role of mock assessments and structured reflection

Mock assessments have been one of the most impactful strategies in improving EPA outcomes. Apprentices who participated in structured practice sessions demonstrated higher confidence and stronger performance in professional discussions and project presentations (Pan & Ressin, 2022). Expanding these opportunities earlier in the apprenticeship can help bridge the gap between theory and real-world application.

‘Expanding the opportunities provided by mock assessments earlier in the apprenticeship can help bridge the gap between theory and real-world application.’

Looking ahead: lessons learned and success

The first EPA completion marks the start of ongoing improvements in apprenticeship delivery. Key lessons from the Project Management Degree Apprenticeship highlight the impact of early preparation and strong employer engagement. Mock assessments and employer-led project reviews built confidence and aligned workplace learning with EPA requirements. Enhanced employer briefings and early EPA integration foster continuous learning and adaptation. This cohort’s success reflects the dedication of apprentices and collaboration between Coventry University, industry partners and assessors. Strengthening these partnerships and refining EPA preparation will better equip future apprentices for assessment and industry practice.

References

Lester, S., & Bravenboer, D. (2020). Sustainable degree apprenticeships. Middlesex University.

Pan, Y.-C., & Ressin, M. (2022). Degree apprenticeship end-point assessment dilemma: The balancing act between business contribution and academic exploration. New Vistas, 8(1), 14–21. https://doi.org/10.36828/newvistas.195

Turner, D., & Low, K. (2024). A significant positive impact: Delivering the end point assessment for the social work degree apprenticeship. Social Work Education, 43(5), 1412–1428. https://doi.org/10.1080/02615479.2023.2187369