Involve, Improve & Inspire in

Management, Marketing & Media pathways

Our mission is to Involve, Improve & Inspire adult learners to unlock their true potential in a way that benefits their organisation and helps bridge the gap between left and right brain thinking through learning pathways in Management, Marketing, and Media as an alternative to university & corporate training.

9 Management Pathways

Some of the companies we are working with to achieve our mission:

6 Marketing & Media pathways

Marketing Information

Technical Occupations


Co-ordination, management and delivery of specific business processes and also their direct provision to users

Higher Technical Occupations

Business Manager

Co-ordination, management and delivery of specific business processes and also their direct provision to users

Professional Occupations

Management Professional

Co-ordination, management and delivery of specific business processes and also their direct provision to users

Marketing Information

Technical Occupations

Marketing Assistant

Plan, organise and deliver key marketing actions and events

Higher Technical Occupations

Marketing Communications Manager

Provide specialist expertise to a marketing campaign or event, including the collection and analysis of marketing data

Professional Occupations

Marketing Communications Professional

Develop and lead a marketing campaign or process across different platforms and formats

Media Information

Technical Occupations

Media and Broadcast Assistant

Production and distribution of media content using communications, archive and visual technology

Higher Technical Occupations

Media, Broadcast and Production Technician

Design, development and editing of audio visual and text content using technology to generate broadcasting materials along with its co-ordination and management

Professional Occupations

Media, Broadcast and Production Professional

Leadership, management, and the application technology of resources to create, produce and deliver broadcast content and artistic productions, often requiring specialist expertise.

Some of the professional bodies we are working with to achieve our mission:

Full cost courses

Pathways Explained

Pathways are the field of professions that apprenticeships are part of, considering the process and flow of apprenticeships with related topics. For example, here at Blue Lion Training Academy, our Management Pathway represents the training flow of an apprentice who is pursuing a career in the Management industry. The apprenticeships we offer that are part of the Management pathway, and other pathways, range in apprenticeship levels, from Level 3 to Level 6. This means apprentices who may start on the Level 3 Improvement Technician apprenticeship have the opportunity to work through our Management pathway, completing the Level 4, 5, and 6 Continuous Improvement apprenticeships, developing their knowledge, skills, and behaviours whilst progressing in their career. The same applies for our other pathways. You can think of pathways as ladders within each industry, allowing apprentices to progress, both in their pathway and career.


An occupational standard is a description of an occupation. It contains an occupational profile, and describes the ‘knowledge, skills and behaviours’ (KSBs) needed for someone to be competent in the occupation’s duties.

Occupational standards are developed by employers for occupations that meet the Institute’s current occupation criteria.

Along with an end-point assessment plan (EPA) and funding band, the occupational standard is a component part of an apprenticeship.

However, occupational standards are not just component parts of pathways within apprenticeships but are also used in the development of T Levels, and underpin other Institute-approved technical qualifications. This means that occupational standards can form the basis of an apprenticeship, or a technical qualification (or both) and they should be developed with that in mind.


In January 2021, the government published a white paper entitled, ‘Skills for Jobs: Lifelong Learning for Opportunity.’ This paper outlined the intention that the future of the technical education system will be based on employer needs with the substantial majority of post-16 technical and higher technical education and training aligned to occupational standards, set by the Institute and developed and approved by employers.

This system will lead to a common set of employer-led standards that define the content of technical courses, qualifications, and apprenticeships.

As well as being a key part of an apprenticeship, occupational standards are also important in T Levels. T Levels are two-year, technical qualifications at level 3, designed by employers to give students the knowledge and skills that the industry needs. The technical qualification (TQ) element of a T Level is based on existing, approved occupational standards.

Higher Technical Qualifications (HTQs) are level 4 or 5 qualifications that have been quality marked by the Institute to indicate their alignment to employer-led occupational standards. HTQs align to existing occupational standards and allow learners to enter their chosen profession or progress onto higher education.

The occupational maps will be the cornerstone of these reforms. To deliver on the ambition of the white paper the scope of the maps is being extended to set out all occupations that can be accessed through technical education provision and the associated technical education options that enable access into these occupations.


Occupational standards are developed by employers for occupations that meet the Institute’s current occupation criteria.

An occupational standard describes an occupation and should:

  • Be short, concise and clear and written to the Institute’s format
  • Be based on a clear occupational profile setting out the duties carried out by employees in the occupation and including the skills, knowledge and behaviours which will be applied in the workplace and are derived directly from the duties
  • Define the full competence in an occupation so that, on completion of the training, the new entrant to the occupation is able to carry out the role in any size of employer across any relevant sector
  • Align with regulatory requirements and professional recognition and allow the individual to apply for this.
  • 15 to 20 knowledge statements
  • 15 to 20 skill statements
  • five to six behaviour statements.


Occupational standards are used by:

  • Trailblazer groups of employers to form the basis for the development of an apprenticeship EPA
  • T Level panels to develop the standards and outline content for T Level programmes.
  • The Institute, in its consideration of whether or not a technical qualification should be approved
  • Awarding Organisations / Awarding Bodies in the design and development of TQs
  • Potential apprentices, parents/guardians, schools, careers advisers, employees, awarding organisations, and employers as a description of the occupation.
  • End-point assessment organisations (EPAO) as they produce assessment tools, such as written tests and observations, for apprenticeships.
  • External quality assurance providers (EQAP) to determine and inform monitoring activity.
  • Employers and training providers to:
    • analyse individual jobs for apprenticeship coverage/suitability
    • assess the prior learning of apprentices at the start of their apprenticeship
    • design and deliver the on-and-off-the-job training


An occupational standard should contain an occupational profile, list of duties and the KSBs needed for someone to be competent in the occupation’s duties.

Occupation summary or profile

An occupational summary or profile is an overview of the occupation and describes the sector or industries the occupation is typically found in; the broad purpose of the occupation; and what an employee in the occupation would typically do.


Duties describe what someone in the occupation ‘usually’ does in the workplace. They are sometimes called competences or activities. They should be distinct and complete activities. They are what you would find listed in a job description.

An occupational summary or profile should list around 10 to 20 duties.

Knowledge, skills and behaviours

An occupational standard sets out the knowledge, skills and behaviours (KSBs) required to be competent in the occupation profile’s duties.


The information, technical detail, and ‘know-how’ that someone needs to have and understand to successfully carry out the duties. Some knowledge will be occupation-specific, whereas some may be more generic.


The practical application of knowledge needed to successfully undertake the duties. They are learnt through training or experience.


Mindsets, attitudes or approaches needed for competence. Whilst these can be innate or instinctive, they can also be learnt. Behaviours tend to be very transferable. They may be more similar across occupations than knowledge and skills. For example, team worker, adaptable and professional.

Occupational standards typically have:

  • 15 to 20 knowledge statements
  • 15 to 20 skill statements
  • five to six behaviour statements.


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