Qualifications and Credit Framework Policy Update: Issue 1 January

Qualifications and Credit FrameworkPolicy Update: Issue 1

January 2009

This document is of interest to LSCcolleagues and external stakeholders, inparticular learning providers.

Publication Number: LSC-P-NAT-090009 Public Document2 of 48

Content

Qualifications and Credit Framework (QCF) Policy Update � January 2009............................................3Introduction ............................................................................................................................................3Timescales.............................................................................................................................................6Summary of key messages....................................................................................................................7Update on progress to date and current activities .................................................................................8What will be happening in 09/10..........................................................................................................12Business Cycle 2009/2010 ..................................................................................................................12Programmes 2009/2010 ......................................................................................................................13What is the plan for 2010/11?..............................................................................................................16

Annex A: Further Support........................................................................................................................18Support.................................................................................................................................................18Sources of information .........................................................................................................................18

Annex B: Interim Definition for Full Level 2 Qualifications in the Qualifications and Credit Framework .19Annex C: Qualifications and Credit Framework Full Level 3...................................................................23Consultation January 2009 ..................................................................................................................23

Annex D: Train to Gain SME Flexibilities � Unit Funding Trials ..............................................................31Annex E: Reform � Qualifications and Credit Framework: Unit Funding Trials 2008/09 � 2009/10: AdultLearner Responsive Model Arrangements..............................................................................................32Annex F: Aligning Public Funding to Key Qualifications identified by Sector Skills Councils/SectorBodies/ Standard Setting Bodies.............................................................................................................38Purpose ...................................................................................................................................................38Background and introduction...................................................................................................................38Aligning Public Funding to SSC Priorities in 2009/10 .............................................................................39Annex G: Process to appeal the decision on withdrawing of funding for qualifications ..........................42Purpose ...................................................................................................................................................42Background .............................................................................................................................................42Grounds for appeal..................................................................................................................................42Making an appeal ....................................................................................................................................43The Appeal Panel ....................................................................................................................................44Outcome of the appeal ............................................................................................................................44


Qualifications and Credit Framework (QCF)Policy Update � January 2009

1. This Qualifications and Credit Framework (QCF) Policy Update is the first in a series of regularcommunications from the Learning and Skills Council (LSC) which will highlight key areas ofwork and progress with regard to the Council�s remit to implement the QCF across the wideremployment and skills sector. These updates will also encompass appropriate aspects of widervocational qualification reform. In addition, the updates will contain information on progresswith regard to the development and implementation of the QCF Service Layer which, alongwith policy and business change work, constitutes the LSC�s integrated programme of work todeliver the QCF by 2010.

2. The next update is planned for the end of March 2009.

3. Background information on the QCF and qualification reform can be found on the LSC webpages: http://qfr.lsc.gov.uk/ukvqrp/ Links are also provided to a number of useful partner websites in annex A.

Purpose

4. This document will provide key information for LSC staff and external stakeholders, particularlyproviders. The document is concerned with progress towards the wider QCF implementationacross publicly funded learning and skills provision in England. It provides an update on whatchanges will be made to planning, funding and performance arrangements for 2009/10. It alsorecaps on the direction of travel for 2010/11.

5. It is intended that this document will support local and regional LSC teams in their ongoingdiscussions with providers. It provides supporting context for the Framework for Negotiation forAdult Learner Responsive provision and sits alongside the funding and contractual guidanceprovided to partnership teams.

6. In addition to providing an update on progress, this document starts to set out where changeswill occur in programme delivery as a result of the implementation of QCF and the timescalesfor these changes.

7. This Policy Update brings together all current implementation developments across the LSCwork on the QCF and also, in the Annexes, includes key guidance documents.

Introduction

8. It is intended that the QCF will become the regulated qualifications framework for England,Wales and Northern Ireland and that by 2010 key vocational qualifications will have beenaccredited into the QCF and be available for post 19 learners and for pre 19 learners who areundertaking Progression Pathways in the Foundation Learning Tier. From 2010 QCF willbecome a necessary condition of public funding in England for those qualifications in scope.

9. QCF is designed to provide learners, employers and delivery partners with a flexible, regulatedqualifications and credit framework. The framework allows learners to take �units� of learningthat are assigned a standard currency of credit to represent learner achievement. This creditcan then be accumulated over time towards a qualification.


10. Currently the QCF is being taken forward as a framework for post 19 learners. There are anumber of additional areas, which extend the remit to particular cohorts, including:� Foundation Learning Tier (FLT) provision for learners of all ages;� Apprenticeship frameworks for learners aged 16+; and� Additional Specialist components of the Diplomas for learners of all ages.

11. In 2013 the Government will take a decision whether to extend the QCF to all learners and allqualifications including GCSEs and GCE A Levels.

12. On 17 November 2008, Siôn Simon, Parliamentary Under Secretary of State for FurtherEducation at the Department for Innovation, Universities and Skills (DIUS), announced theimplementation of key qualifications into the QCF by 2010. As part of that announcement, theLSC was given a remit for two key aspects of QCF implementation:� Delivering a fully specified QCF Service Layer across England, Wales and Northern Ireland.

In the context of England, this should be linked to wider business change and systems forthe new Skills Funding agency (SFA); and

� Putting in place the planning funding and performance arrangement required to support theQCF across England.

13. This document focuses on the second of these areas of responsibility. A brief summary anddescription of the Service Layer is set out in paragraphs 91 - 95. Further details on progresstowards the implementation of the Service Layer across England, Wales and Northern Irelandcan be found at http://qfr.lsc.gov.uk/qcfsl.

14. The Grant Letter sets out the formal transfer of responsibility to the LSC for delivery of the QCFfrom April 2009 and states, �The QCF must support the reform of vocational qualifications,ensuring that they all have real economic value, that learners can progress through buildingunits to gain full qualifications and that the system is clear and simple for learners andemployers to use, with clear links to Skills Accounts and the Adult Advancement and CareersService�.

15. The LSC Statement of Priorities 2009/10 signals �reforming the vocational qualification system�as an LSC priority for delivery. This includes the development and implementation of the QCFand a commitment to ensuring that planning, funding and performance arrangements tosupport the QCF are put in place.

16. It further states that �From August 2009, we will start to actively focus funding on qualificationsthat are within Sector Qualification Strategies (SQS) Action Plans, accredited into the QCF andwhich meet our criteria for funding�.

17. SQS Action Plans are produced by the Sector Skills Councils (SSCs) and set out their visionand objectives for qualifications and other learning provision in a relevant sector. These ActionPlans are used to advise the LSC which qualifications are a priority for public funding for eachsector. The LSC is committed to progressively align funding with the vocational qualificationsapproved by either Sector Skills Councils (SSCs), or Sector Bodies (SBs), or Standard SettingBodies (SSBs) within the context of their SQS. This takes forward the recommendation in theLeitch Implementation Plan for England and is integral to the Government�s longer term visionfor increasing the skills of the workforce to make the UK a world leader on skills. The processfor aligning funding to key qualifications is set out in detail in Annex F.


18. Significant development work has been undertaken on the Foundation Learning Tier (FLT)Entry and Level 1 of the QCF, and Progression Pathways are now being trialled. TheStatement of Priorities set out the expectation that 30% of foundation starts in 2009/10 will beon Progression Pathways. Progression Pathways set down the parameters for designingpersonalised learning programmes to support individual progression through the achievementof an appropriate combination of qualifications from Entry and Level 1 of the QCF. Thearrangements put in place for the planning, funding and performance management within aQCF context will also encompass those needed to support the delivery of the FLT.


Timescales

19. A high level milestone map of the QCF wider implementation and the Service Layerdevelopment is set out below.

Policy implementation timescales

Slide 2QCF Transition ImplementationPricewaterhouseCoopers LLP

December 2008

Performance

Planning

Funding

Policy

AugJulJunMay

2010

AprMarFebJanDecNovOctSep OctSepAugJulJunMayAprMarFebJan

2009

Full Level 2definition disseminated

ALR unit funding trial s start

Final list of qualificationsineligible for public funding 09/10

First list of qualificationsineligible for public funding 10/11

Full Level 3definition consultation

Full Level 3definition agreed

TTG SME unit funding trial s start

List of LSC keyqualifications published

Second phase of evaluation of unit funding trials

Final list of qualificationsineligible for public funding 10/11

Model impact of creditsuccess rate on performance

Monitor new Full L2and 3 definitions

SFA fundingmethodology published

List of LSC keyqualifications published

Affordabilitymodelling

Credit successrates trialled

Credit success ratestrialled within FFE

First phase of evaluation of unit funding trials

Strategic

Solution

Transition

Solution

AugJulJunMay

2010


2009

Strategic

Solution

Transition

Solution

AugJulJunMay

2010


2009

Development Transition solution goes liveEnhancement

provider access availableOperational Running of Transition Service

transition servicemigrates to strategic service

Requirements Definition

Procurement

requirements agreed

procurementcommences supplier appointed

Development startsStrategicsolution goes live

Build & Go-Live


Policy implementation summary

2008/09 2009/10 2010/11Introduction of QCF� Train to Gain SME

flexibilities� Adult Learner Responsive

Unit Funding Trials� Trialling of a credit success

rate� Trialling of Progression

Pathways in FoundationLearning Tier

� Interim definitions of fullLevel 2 and 3 agreed

Roll out of QCF� Train to Gain SME

flexibilities� Adult Learner Responsive

Unit Funding Trials� Trialling of a credit success

rate� Progressive implementation

of FLT ProgressionPathways

� Performance reporting toinclude new full Level 2 and3 qualifications

� Offender Learning and SkillsService (OLASS) corecurriculum includes QCFunits

� Employability SkillsProgramme includes QCFunits

� Apprenticeship frameworksredeveloped againstblueprint � include QCFunits and qualifications

� Some qualifications becomeineligible for public funding �determined by SQS

Full implementation of QCF� QCF core to Skills Funding

Agency (SFA) offer throughthe four client gateways

� Credit based approach tofunding explored

� Credit success ratesincluded within providerperformance arrangements

� All Apprenticeshipframeworks redeveloped �fully QCF

� Full implementation ofProgression Pathways

� Integrated Employment andSkills (IES) offer to includeQCF units and qualifications

� Train to Gain and AdultLearner Responsiveprovision to be majority QCF

� Significant number ofqualifications and learningaims become ineligible forpublic funding � determinedby SQS

Summary of key messages

20. Approaches to unit funding are being tested through the Train to Gain Small and MediumEnterprises (SMEs) flexibilities and Adult Learner Responsive Unit trials during 2008/09 and2009/10. The offer comprises QCF units.

21. The Adult Learner Responsive Unit Funding Trials and TTG SME flexibilities will be supportedthrough existing budgets not additional money. LSC will need to agree with providers theappropriate balance between unit and full qualification provision that is supported withintheir allocation.

22. All learners taking QCF units or qualifications across all LSC programmes will need a UniqueLearner Number (ULN). ULN will be mandatory for all publicly funded provision.

23. Provider performance measures remain unchanged for 2009/10. A credit success ratemeasure that aims to measure progression to qualifications through the accumulation of creditwill be tested through the unit funding trials.


24. From August 2009 there will be some qualifications and learning aims that will no longer beeligible for funding. These qualifications and learning aims will be identified by the SSCs viatheir SQS Action Plans. The numbers will significantly increase from August 2010. Where aprovider is delivering provision that becomes ineligible for funding they should have a plan inplace to switch to alternative/new QCF provision.

25. An interim definition for full Level 2 and full Level 3 qualifications will apply initially for thetwo-year period to 2010/11.

26. The introduction of a new interim definition for full Level 2 and Level 3 qualifications for QCFprovision is not anticipated to significantly affect affordability or learner numbers. Thiswill be monitored during the 2009/10 year.

27. Where new full Level 2 and Level 3 qualifications have been accredited into the QCF, providersshould start to deliver these across all appropriate programmes including Adult LearnerResponsive and Train to Gain.

28. Providers will start to deliver Progression Pathways from August 2009. It is expected that30% of foundation starts will be on Progression Pathways in 2009/10. It is anticipated thatProgression Pathways will be fully rolled out by August 2010 and that a transition process forcurrent programmes, such as Entry to Employment and Foundation Learning in FurtherEducation, to be replaced will be under way.

29. Information, Advice and Guidance (IAG) offered through discrete and embedded serviceswill need to be able to support employers and learners in making the right learning choices inthe context of the QCF.

30. August 2010 will be the point at which it is anticipated there will be a significant shift offunding to key vocational qualifications within the QCF. 2009/10 will be a mixed economydelivery year during which time providers should put in place plans for a more significantchange. Lists of key QCF qualifications for public funding in England will be published inMarch and June 2009.

31. By 2010 it is anticipated there will be a populated qualification and credit framework thatincludes all key vocational qualifications for adults and all key Entry and Level 1 qualificationsthat make up FLT Progression Pathways.

32. QCF qualifications and units will become the core offer of all LSC (and SFA) fundedprogrammes.

Update on progress to date and current activities

33. There have been a number of developments and areas of early implementation of the QCFacross LSC provision:� Introduction of Unit Funding Trials in Adult Learner Responsive provision;� Introduction of unit funding as part of the package of support for SMEs in TTG;� Testing of a credit success rate measure;� New interim definition of a full Level 2 � to be set by SSCs/SBs/SSBs as appropriate and

based on 13 credits;� Consultation on a proposed interim definition of a full Level 3 � based on 25 credits; and,� Alignment of funding to Sector Qualification Strategies (SQS) and Action Plans.


Adult Learner Responsive Unit Funding Trials34. Approximately 400 units have been identified for inclusion into the unit funding trials. This

includes learning at Levels 2 and 3, and Entry and Level 1 within the FLT (for learners post 19).These trials will be funded from existing adult learning budgets. The focus of the trials is toengage learners who would not ordinarily be engaged in learning programmes and fullqualifications. A key aim is to demonstrate progression to further learning. There is noadditional funding for these trials. Full details of the trials are provided in Annex E.

Train to Gain � Flexibilities for Small Medium Enterprises (SMEs)35. The LSC is refocusing £350m of funding from Train to Gain to offer a package of support for

SMEs. This will enable employees to undertake small packages of training. Ten criticalbusiness areas have been identified by DIUS and a final list of eligible QCF units and non-fullqualifications has been agreed.

36. The new package is available from 2 January 2009 and will run for 18 months. Discussionswith providers covering the balance of flexible provision and full qualifications delivered fromwithin their allocation will need to take place for the remainder of this year�s delivery and aspart of the discussions for their 2009/10 allocation. More information is provided at Annex D.

Credit success rate measure37. A credit success rate measure is designed to determine learners progression towards a full

qualification recognising incremental achievement through the accumulation of credit. Thisapproach will be an important element of any future suite of performance measures. Details onthe calculation of the credit success rate are included within the guidance on Adult LearnerResponsive Unit Funding Trials and can be found in Annex E.

38. The Train to Gain SME flexibilities package and the Adult Learner Responsive Unit FundingTrials have provided the opportunity to test a credit success rate. The use of a credit successrate will help to evidence progression towards qualification achievement that result from theseprogrammes.

39. As these are trials, the credit success rate will not be included in provider or corporatereporting of performance for 2008/09 or 2009/10. For this period success rates will continue tobe measured at qualification level the Qualification Success Rate measure (QSR). Provisionincluded within the trials will be excluded from a providers� success rate measures and hencewill not be included in minimum levels of performance, for example so that providersparticipating in the trials are not disadvantaged.

40. Work is being taken forward to consider at what point credit success rates could be includedwithin Framework for Excellence (FFE) and the usage of credit and qualification success rates.

41. It is critical to ensure that performance measures are appropriate and have currency andapplicability across the sector. The Harmonisation Group will coordinate joint work with Ofstedwhich will look at the implications of the introduction of a credit success rate for performanceassessment.

Full Level 2 definition42. DIUS has agreed an interim definition for full Level 2, setting a threshold of 13 credits for QCF

provision. The definition will apply initially for the two-year period to 2010/11 and it defines afull Level 2 as a Certificate or Diploma in the QCF. SSCs will be responsible for determiningthe content and appropriate credit threshold for their sectors and will have the flexibility to setthe threshold higher or lower than 13 credits as appropriate for relevant sectors.


43. The LSC expectation is that providers should start delivering the new full Level 2 qualificationsaccredited onto the QCF. In some cases there will be replacement qualifications but in somecases qualifications may simply no longer be fit for purpose and there will be alternativeprovision available that better meets sector needs. It will be important that providers reviewand plan in advance for changes to their offer as a result of the implementation of QCF. From2010/11, the LSC plans to make ineligible the predecessor qualifications for the purposes ofnew funding starts even where the NQF qualification may still be within its accreditation date.

44. Because the threshold of 13 credits has been designed to create a degree of comparability ofsize to current full Level 2 qualifications (particularly NVQs) they should have minimal ornegligible impact on the funding allocation agreed and the associated learner numbers. Assuch the LSC would not expect to adjust allocations as providers begin to deliver the QCF fullLevel 2 qualifications either in year or for the purpose of agreeing 2009/10 allocations. Thisassumption will be actively monitored during the two year period of the interim definition.

45. Performance arrangements will also continue unaltered. It is the intention to include the newfull Level 2 qualifications within qualification success rate calculations and measuring progresstowards the PSA targets in the same way that current full Level 2 provision is.

46. The briefing note on the full Level 2 definition is included in Annex B.

Full Level 3 consultation47. The LSC has been asked by Ministers to lead on the consultation with key stakeholders on the

definition for full Level 3 during January 2009. The LSC will test the proposition of an interimdefinition set at 25 credits, with SSCs/SBs/SSBs having the same flexibility as for Level 2 tovary the threshold up or down as appropriate for their sector. The arrangements set out in thepreceding section relating to Level 2 will be also applied to Level 3.

48. Detail on the proposals is included in Annex C.

Sector Qualification Strategies Action Plans49. LSC sectors team has been working with SSCs/SSBs/SBs on the development of SQS Action

Plans. SSCs will through their SQS Action Plans advise the LSC of the qualifications theybelieve are fit for purpose for their sector and which qualifications and/or units should be apriority for public funding. This will include advising the LSC of those qualifications which areregarded as �full� Level 2 and Level 3. The LSC will use these plans to determine whichqualifications and learning aims will no longer be eligible for public funding. A link to furtherinformation is provided in Annex F.

Unit Funding50. The Unit Funding Trials within the Adult Learner Responsive model and as a part of the SME

Flexibilities within Train to Gain will both test approaches to unit funding. The intention is to beable to use credit as a common currency upon which an approach to a unit based fundingmethodology can be developed. The approaches tested through the two sets of trials will helpto inform any future proposals for the funding methodology. A decision to move fully to a unitbased funding approach and the timescales for doing so will require a ministerial decision.LSC will be exploring the possibility of a funding system based on credit.

51. Work is being undertaken in a number of areas to develop this further. They include:

� Credit and funding: this work will look at establishing principles and parameters for reviewingthe place of credit in the setting of funding rates.

� Fees and entitlement in the QCF: this work will review the implications of QCF on existingentitlements, fee charging structure, incentives and learner support framework to identify whatchanges may be needed.


� Maximising funding systems to support flexible delivery: this work will look at howtransfers between providers and Awarding Organisations (AOs) may be considered within thefunding methodology and take into account wider issues concerning the Recognition of PriorLearning.

Shared and restricted units52. Common and shared units are available for use by any organisation recognised by Ofqual to

award credit and qualifications in the QCF. It remains an aspiration to see a greater range ofcommon and shared units being delivered and giving learners opportunities to use existingcredit where appropriate. However, it is recognised that the QCF is a mixed economyenvironment and that there will be both shared and restricted units available. Ofqual will beproducing guidance on the use of restricted units for Awarding Organisations.

53. LSC will review its position on shared units during 2009 following Ofqual�s review of theregulations.

Summary

54. During 2008/09 QCF units are being delivered as part of the Adult Learner Responsive UnitFunding Trials and the Train to Gain SME Flexibilities programme. Both programmes areusing a unit based approach to funding. A credit success rate measure is being tested as ameans of measuring progression towards qualification achievement. New interim full Level 2and Level 3 definitions are being introduced defined in QCF terms. As new full Level 2 andLevel 3 qualifications become available on the QCF providers will need to switch to deliveringthem.


What will be happening in 09/10

55. LSC are adopting a policy led approach to implementation. QCF units and qualifications willform the core offer delivered through programmes such as Train to Gain, Adult LearnerResponsive, OLASS and Apprenticeships. How the implementation of QCF will start to betaken forward in context of each delivery programme is set out below. Also set out is how QCFwill start to be implemented through the business cycle and core business process.

56. For 2009/10 delivery of QCF provision will focus on a number of areas. The policy areas,business process and key implications are described in the following sections.

Business Cycle 2009/2010

57. The diagram below shows the key QCF activities linked to the business cycle.

58. The following paragraphs summarise how QCF will be integrated through the core businessprocesses for this year�s business cycle.


Planning 2009/1059. Where SSCs/SSBs/SBs have published Sector Qualification Strategies, LSC will use these

to inform the list of qualifications that are prioritised for public funding. They will also be usedto identify where qualifications will become ineligible for public funding.

Commissioning 2009/1060. Annex F of this document provides a link to the list of qualifications that will become

ineligible for public funding for the year 2009/10. The LSC recognises that in 2009/10 therewill still be a mixed economy of QCF and NQF qualifications. Where providers are currentlydelivering volumes of provision that will become ineligible they should have plans in place toswitch to QCF provision. As such both QCF and NQF provision will be commissioned.

61. In agreeing allocations and commissioning provision LSC will expect providers to be movingto the new Level 2 and Level 3 qualifications within the QCF. The introduction of newdefinitions for full Level 2 and Level 3 are not anticipated to have a significant impact on aproviders allocation or learner numbers.

62. During the year LSC will monitor and evaluate the introduction of the new definitions of Level2 and Level 3 to inform the commissioning of provision for 2010/11.

Performance 2008/0963. In 2008/09 provider performance measures used as a basis for review and discussion will be

unaltered from current arrangements.

64. Qualifications meeting the new definition of full Level 2 and full Level 3 (when agreed) will beexpected to be included in the qualification success rate calculation and participation reportsfor priority provision.

65. Credit success rates will be tested through providers delivering units as part of the SMEFlexibilities and Adult Unit Trials but will not form part of the formal performance management.This provision will also be excluded from the calculation of a provider�s qualification successrate and minimum levels of performance to avoid any potential disadvantage.

66. Work is underway to define the changes needed for management information reports tosupport teams in looking at the relative mix and balance between QCF and non QCF learningbeing delivered.

Programmes 2009/2010

67. The following section describes how QCF will be implemented through the business cycle inthe context of the main delivery programmes.

Train to Gain68. QCF units and qualifications will be delivered across the Train to Gain offer: full Level 2 and

Level 3 qualifications, units in the SME flexibilities, sector compacts and leadership andmanagement. We would expect to see a growing volume of QCF provision coming throughthese areas.

69. For all elements of the Train to Gain offer, LSC will expect providers to switch to delivering thenew QCF units and qualifications as they become available.


70. Flexibilities for SMEs within Train to Gain have been introduced in response to meeting theneeds of small employers during this current economic climate. Following completion of unitsthrough the SME flexibilities, LSC expects providers to encourage progression to fullqualifications where appropriate. QCF supports this through its ability to accumulate credit andcount it as part of a full qualification at a later date.

71. It is anticipated that in the majority of cases that full qualification delivery will still be the mostappropriate route for the learner and employer.

Offenders� Learning and Skills Service (OLASS)72. QCF and the ability to accumulate credit has the potential to provide solutions to some of the

issues currently faced in the delivery of OLASS:� Transient learners � QCF supports incremental learning in bite size packages that can be

built up to qualifications and tailored to meet need.� Changing establishments (and therefore often provider and Awarding Organisation)

� QCF allows learners to take credit achieved with them and use it at a later date.� Different Awarding Organisations used for the same qualification � QCF shared and

common units will count with all Awarding Organisations.� Takes time with each change of provider to establish prior learning � QCF will provide

a more granular record of achievement with credit assigned to each achievement.

73. QCF units will be included within the OLASS core curriculum that providers are expected todeliver. FLT Progression Pathways and Level 2 provision in the QCF are a key part of the offer.It is anticipated that where it is available, providers of OLASS provision will move to deliverQCF provision during 2009/10.

74. Work is being undertaken to map the core curriculum to the QCF and the ProgressionPathways in FLT to identify gaps. Where gaps in accredited provision are identified the LSCintends to work with Awarding Organisations to develop appropriate provision.

75. It is the intention to introduce an element of funding for achievement from August 2009. Wewill be exploring how credit can be used in these circumstances.

Integrated Employment and Skills76. The QCF offers the opportunity to link together the different phases of an individual�s learning

from pre-employment as they move into employment and progress into Train to Gain,Apprenticeship, further learning or higher level skills development. Where providers areoffering customised learning that moves people into employment with continued training theuse of QCF recognised units within rules of combination should be encouraged as part of theoffer.

77. The Employability Skills Programme (ESP) will include QCF units and / or qualifications whereappropriate. Providers offering units within ESP will be expected to deliver QCF units wherethey exist.

Apprenticeships78. The blueprint for the new Apprenticeship frameworks will detail the knowledge and skills

components required for each sector.

79. By 2010 it is expected that all Apprenticeship frameworks will be built from QCF units andqualifications. Current frameworks will start to be replaced during 2009/10. As part of theblueprint, LSC is working with SSCs/SSBs/SBs to develop models of QCF Apprenticeshipframeworks.


80. It is expected that when the new frameworks are in place and QCF units and qualifications areavailable that providers will move to delivering them. Providers delivering Apprenticeshipsshould be planning to move provision to the new frameworks.

Foundation Learning Tier81. FLT Progression Pathways will be priority for funding when agreeing Entry and Level 1

provision for delivery in 2009/10. For 2009/10 it will still be necessary to agree provision forEntry to Employment, Foundation Learning in FE and First Steps Learning. As the ProgressionPathways that replace these existing programmes become available, providers should start todeliver them. For 2009/10 there will be a mixed economy environment with some deliverybeing through the new FLT Progression Pathways and some being through the currentprogrammes. It is expected that 30% of starts in 2009/10 will be on Progression Pathways.LSC will offer guidance with regard to Progression Pathways and Train to Gain in the nextedition of this Update.

Information Advice and Guidance82. LSC has been tasked to ensure that all parties have a full understanding of how to use the

QCF service. In particular, LSC needs to ensure that the current Information and AdviceServices delivered by nextstep and the planned new adult advancement career service areable to support employers and learners in making the right learning choices.

83. A fact sheet and toolkit for IAG front line staff involved in the delivery of advice services andlinks to further information are currently being developed. These will be incorporated within theexisting support for discrete and embedded IAG services.

84. During 2009/10 nexstep providers will need to be capable of supporting learners who achieveunits as part of the SME Flexibilities and Adult Responsive Funding Unit Trials in makingchoices about options for future learning. They will also need to support new learners enteringlearning in understanding the new qualifications on offer.

85. Learning providers and providers of nextstep services will be expected to build readiness forQCF into their workforce development plans. The LSC will be working throughout 2009/10 toensure that the findings from the National Institute of Adult Continuing Education (NIACE)report into the impact of the QCF will be taken forward to ensure that both embedded anddiscrete IAG services are capable and ready to support QCF learners.

Systems Implications

86. Implementing the QCF across core business processes means that there are changes neededto system functionality and the data collected. There are two main strands of work related tosystems developments to support the implementation of QCF:� Alignment and development of LSC systems to support a credit based approach to

planning, funding and performance across LSC programme delivery.� The introduction of the QCF Service Layer across England, Wales and Northern Ireland.

LSC Systems87. Changes for 2008/09 and 2009/10 will include the changes to the completion of fields and

information. This impacts the Individualised Learner Record (ILR) and the Learning AimsDatabase (LAD). This will result in changes to be made to reporting.


88. All learners enrolled on QCF provision will need to have a Unique Learner Number (ULN).This will be used to support a learner transferring credit as it will be the common identifier usedby all Awarding Organisations for QCF provision. It also provides the link to the LearnerRecord. Providers will need to be registered with MIAP as a Learner Registration Body (LRB)to enable them to obtain ULNs for their learners.

89. QCF qualifications and units being delivered by providers across all programmes will need touse the unit or qualification identifier assigned by Ofqual (previously known as the QualificationAccreditation Number - QAN) rather than a generic code. The LAD dataset has been updatedto include the eligible unit codes.

90. For providers delivering QCF qualifications or involved in the unit funding trials there are somerequirements for data collected via the Individualised Learner Record (ILR) to supportmonitoring and evaluation. These include a planned credit value and actual credit achievedfield and are set out in the specific guidance and can be found athttp://www.lsc.gov.uk/providers/Data/Datacollection/ILR/.

Service Layer91. As set out in the introduction, the LSC has been remitted to deliver a fully specified QCF

Service Layer across England, Wales and Northern Ireland.

92. The Service Layer comprises the systems that will support the collection of a copy of unit andqualification achievement data direct from Awarding Organisations for all QCF learnerachievement. This information will be displayed to learners through their Learner Record andwill ultimately allow them to link it to Skills Accounts.

93. Awarding Organisations will be able to use the data to support Credit Accumulation andTransfer (CAT) by querying and validating achievement a learner has gained towards aqualification with other Awarding Organisations.

94. This service will be delivered across England, Wales and Northern Ireland for all learnersregistered on QCF provision with a ULN whether publicly or privately funded.

95. This service will be fully operational from September 2010. From April 2009, LSC will providea limited transition service focussing on supporting CAT between Awarding Organisations andaccess to view records for providers.

96. Further details can be found in the Service Layer Prospectus which can be found athttp://qfr.lsc.gov.uk/qcfsl.

What is the plan for 2010/11?

97. 2010/11 will be the first year of operation for the new SFA. The QCF will be central to theprovision that the SFA will commission.

98. 2010/11 will be the year in which QCF begins to be fully rolled out across all programmes withchanges to planning, funding and performance arrangements.

99. By 2010 it is expected that all key vocational qualifications plus Entry and Level 1 provision willbe available within QCF and as such, provision outside of the QCF will not be prioritised forpublic funding.


100. There will be a significant number of current NQF qualifications that will become ineligible forpublic funding. Therefore this will be the year where providers will need to start delivering QCFunits and qualifications across their offer.

101. Credit success rates will begin to form part of the overall provider performance frameworkthrough their piloting in the Framework for Excellence although arrangements are unlikely to befully embedded until 2012.

102. FLT Progression Pathways should be fully implemented and will replace existing provisionsuch as Entry to Employment, Foundation Learning in FE and First Steps Learning.

Skills Accounts103. 2010 will see the introduction of Skills Accounts. QCF provision will be essential to the offer

made to individuals through their Skills Account. We are considering how best to link the unitand qualifications achievement data held in the Service Layer with the Skills Account throughthe Learner Record.

Adult advancement and careers service104. The adult advancement and careers service (aacs) will take responsibility for ensuring learners

are informed about their learning options under QCF. They will need to be able to adviselearners about the principles of CAT. We are looking at how the Service Layer can support theaacs as a source of information on a learners� prior achievement.


Annex A: Further Support

Support

The LSC web site contains a number of policy related documents and links that provide updates on thequalifications reform programme and the implications for publicly funded provision in England. It canbe accessed through the following link:

http://qfr.lsc.gov.uk/

The Learning and Skills Improvement Service (LSIS) offer a support programme for providers todevelop capacity in implementing QCF across their organisation. This programme of support has beenrunning since January 2008 and further details can be found at:

http://www.qrsp.org.uk/

Sources of information

QCF Service Layer website

Other useful links:

The Alliance of Skills Sector CouncilsThe Association of CollegesThe Association of Learning ProvidersDepartment for Employment and Learning Northern IrelandDepartment of Innovation, Universities and Skills (DIUS)Department for Children, Schools and Families (DCSF)Education and Learning WalesFederation of Awarding BodiesJoint Council for QualificationsLearning and Skills CouncilLearning and Skills Improvement ServiceOffice of the Qualifications and Examinations RegulatorsQualifications and Curriculum AuthorityUK Commission for Employment and SkillsWelsh Assembly Government


Annex B: Interim Definition for Full Level 2 Qualifications inthe Qualifications and Credit Framework

Background1. The new interim Full Level 2 definition supports the implementation of the Qualification and

Credit Framework (QCF). The QCF is a new regulated framework which will recognise a widerange of different unit and credit-based vocational qualifications. It aims to create aqualification system with greater clarity and flexibility that is more responsive to learner andemployer needs

2. On 14th November 2008 Siôn Simon, Parliamentary Under Secretary of State for FurtherEducation, wrote to the Chief Executives of LSC, QCA, Ofqual, UKCES, The Alliance of SectorSkills Councils, The Federation of Awarding Bodies and the Joint Council for Qualificationsformally remitting their responsibilities for delivering the Qualifications and Credit Framework(QCF) across the employment and skills sector1, including responsibility for delivering the fullyspecified QCF Service Layer2.

3. LSC has reiterated its commitment to the introduction of the QCF in the Statement of Priorities2009/103. Significant development work has been undertaken at national policy level overrecent years to prepare for the introduction of the QCF including an appraisal of the policyareas and business processes that will be affected by the changes.

New Interim Full Level 2 definition4. A consequence of the UK wide Vocational Qualification Reform programme and introduction of

the QCF is that a new definition for qualifications categorised as �full� Level 2 (FL2) is required.This is for the purposes of adult learner entitlement and the measurement of the adult PublicService Agreement (PSA) target as a result of the introduction of the QCF.

5. The Secretary of State has agreed an interim definition for Full Level 2 set at a minimumthreshold of 13 credits for QCF provision. The new Full Level 2 definition is initially for the 2-year period to 31 August 2010 and defines a Full Level 2 as a Certificate or Diploma in theQualifications and Credit Framework (QCF). Sector Skills Councils (SSCs) will be responsiblefor determining the content and appropriate credit threshold for their sectors and will also havethe flexibility to set the threshold higher or lower than 13 credits as appropriate for relevantsub-sectors.

1 QCF implementation is led by the UK Vocational Qualifications Reform Programme Board (UKVQRPB) and, inaddition to the LSC�s remit, has other strands of activity, including QCF Readiness led by Qualifications andCurriculum Authority (QCA), Accreditation Layer and regulatory framework led by Ofqual, and also work on SectorQualifications Strategies action plans, National Occupational Standards and QCF research and evaluation led byUKCES.2 QCF high level operating model has three distinct layers: an Accreditation Layer, an Industry Layer and a ServiceLayer. QCF Service Layer supports learners, Awarding Organisations, learning providers and Information Adviceand Guidance (IAG) providers by providing systems and services enabling Credit Accumulation and Transfer (CAT)to take place.3 The Statement of Priorities can be found at http://readingroom.lsc.gov.uk/lsc/National/nat-statementofpriorities200910-nov08.pdf


Reasons for change6. Full Level 2 is the level of skill considered as a foundation for employability and progression to

higher level skills. The interim definition for a qualification in the QCF at Full Level 2 to datehas been based on the comparative level of a qualification as set out in the NationalQualifications Framework (NQF). It further takes into account the breadth of learning, andrecognised qualifications by either �type� or �size�.

7. In the QCF there are no �types� of qualifications, as vocational qualifications will be defined bypurpose rather than type, and outcomes are measured in the achievement of credit and size inlearning time, not guided learning hours. In the QCF, a single credit is awarded for achievingthe outcomes in ten hours of learning time and the size of qualifications is signalled through theuse of the terms �award�, �certificate� and �diploma� at Entry Level through to Level 8..

8. In the Comprehensive Spending Review (CSR) in 2007, Department for Innovation,Universities and Skills (DIUS) signed up to a set of indicators for skills improvements by 2011,including threshold targets for adults qualified to Level 2 and Level 3. The Level 2 and Level 3indicators will be measured by the percentage of the population qualified to Level 2 (79%) andLevel 3 (56%) by 2011, as reported through the Labour Force Survey.

9. The minimum credit threshold has been set to maintain stability in terms of the qualificationsthat currently count to the PSA target. However, the reform of vocational qualifications maylead to significant changes in the content and size of some qualifications which may impact onthe volumes of qualifications that potentially contribute to the target.

10. The interim credit threshold of 13 credits is based on modelling undertaken by LSC which wasaimed primarily to maintain stability and consistency in the setting and monitoring of targetsand the allocation of funds for the current CSR period.

11. The modelling identified that 13 credits would maintain the existing trajectories to the target interms of the volume of learners currently on Full Level 2 NQF qualifications as this representsthe average size of qualification currently followed by learners. For the interim period, the LSCwill work closely with SSCs to manage the size and breadth of QCF qualifications beingapproved as full Level 2 to ensure fitness for purpose and that the qualifications continue tofocus on the knowledge and skills that employers demand and value at Level 2 in that sector.

Role of Sector Skills Councils12. Defining a Full Level 2 introduces a new role for Sector Skills Councils (SSCs), to strengthen

employers� influence on skills and allow the flexibility to set different credit thresholds fordifferent sectors when that is likely to better reflect employer requirements. In the QCF, SSCswill be responsible for approving vocational qualifications which are accredited by Ofqual ontothe QCF. In addition, SSCs will be responsible for approving qualifications as meeting thethreshold for a Full Level 2 within their sector footprint. As such, SSCs have a formal role indefining the content, ensuring consistency, determining which qualifications are needed in theirsector and removing unnecessary duplication.

13. In addition, SSCs will through their Sector Qualification Strategy (SQS) action plans advise theLSC of the qualifications they believe are fit for purpose for their sector and which qualificationsand /or units should be a priority for public funding. This will include advising the LSC of thosequalifications which are regarded as �full� Level 2.


Learning and Skills Council Role14. In the new arrangements the LSC will:

� Develop and implement processes for reviewing existing QCF qualifications at Level 2and seeking agreement from the relevant SSCs for confirmation the qualifications meetsectors requirements for full Level 2;

� Develop and implement a process for introducing new Level 2 qualifications;

� Ensure that funding methodology supports the new Level 2 definition;

� Provide information for providers and other stakeholders by including new interim Level2 definition in relevant policy documents and communications;

� Manage affordability of Level 2 provision;

� Provide monitoring and evaluation related to the new definition; and

� Facilitate a Level 2 monitoring group.

Implications for Awarding Organisations15. The interim Full Level 2 definition will mean that Awarding Organisations can progress the

development of new qualifications to populate QCF, specifically in the context of public funding.

16. In relation to the existing qualifications, the implications of this threshold are that somevocationally related qualifications, that do not currently count as full, could count in future ifthey are reformed and accredited into QCF and meet the requirements set out by the relevantSSC. This may be counter-balanced by some small NVQs which currently count, but may notcount in future in their present form.

17. It is important that the size of existing valued NVQs is not simply reduced to hit the PSA targetor to attract public funding, and there will be no financial incentives to simply produce smallerqualifications. It is expected that the guiding principles for adjustment and development of newqualifications will be to meet the employers� needs and marketplace requirements in terms ofproviding transferable skills required by employers, and therefore leading to increasedemployability and allowing mobility in the workforce.

Implications for Providers18. The LSC expectation is that providers should start delivering the new Level 2 qualifications

accredited onto the QCF where they are replacing existing Level 2 NQF qualifications as theybecome available. The LSC plans to make ineligible the predecessor qualifications for thepurposes of new funding starts even where the NQF qualification may still be within itsaccreditation date. LSC�s existing policy not to make in-year changes that may negativelyimpact on a provider�s planned delivery will mean that the timing of the funding changes will beset in order to minimise the impact on providers.

19. As the threshold of 13 credits has been designed to create a degree of comparability of size tocurrent full Level 2 qualifications (particularly NVQs) they should have minimal or negligibleimpact on the funding allocation agreed and the associated learner numbers. As such the LSCwould not expect to adjust allocations as providers begin to deliver the QCF full Level 2qualifications. This assumption will be actively monitored during the two year period of theinterim definition.

20. Performance arrangements will also continue unaltered. The new full Level 2 qualifications willbe included within qualification success rate calculations in the same way that current full Level2 provision is. Achievement rates and time taken to achieve the new qualifications will formpart of the monitoring that will be undertaken during the two year period.


21. For the 09/10 allocations as part of the business cycle funding will be prioritised on QCFlearning, informed by the Sector Qualification Strategies. As part of the commissioningarrangements, LSC will expect providers to switch to delivering the new qualifications wherethey are available.

LSC Monitoring and Evaluation22. The introduction of the new definition will be monitored and evaluated over the next two years

to September 2010 and the new definition confirmed for 2010/11.

23. Monitoring and evaluation will include affordability and impact on current and future PSAtargets. It will also include impact on success rates and delivery. LSC will seek to understandimpact at provider and national level to best inform future decisions.

24. The LSC will work closely with SSCs to support them in the role of approving qualifications forFull Level 2 and will seek to question and monitor where it appears that high levels of smallerqualifications may be emerging without a robust rationale for the change. LSC will also ensurethat all approved qualifications in the new QCF are economically valuable and that theprocesses that underpin the approval of a full Level 2 are consistent across sectors.

Next steps25. LSC will be working with SSCs and Ofqual to define the business processes that will support

the new definition. Further work also needs to be undertaken to establish how arrangementswill work for qualifications that fall outside SSCs� footprint.

26. The implementation work will focus on developing processes for the review of existing Level 2and approval of the new Level 2, as well as implementation of appropriate monitoring andevaluation processes.

27. For further information please contact Kully Jones ([email protected])


Annex C: Qualifications and Credit Framework Full Level 3Consultation January 2009

1. BackgroundOn 17h November 2008 the LSC received a remit from Siôn Simon (Parliamentary Under Secretary ofState for Further Education) to consult with key partners and stakeholders on an interim definition forqualifications categorised as full Level 3 for the purposes of the adult Level 3 entitlement4 and themeasurement of the adult Public Sector Agreement (PSA) target5. The need for an interim definitionwas brought about by the parallel announcement that the Qualifications and Credit Framework (QCF)will be implemented by 2010.

The QCF is a new regulated qualification and credit framework which will replace the current NationalQualifications Framework (NQF). The QCF is intended to be a simple and rational organising structurefor units and qualifications capable of supporting the accumulation and transfer of credit achievementover time. It will be implemented across England, Wales and Northern Ireland and is intended toarticulate and align with the Higher Education Qualification Framework (HEQF). Overall, theframework will provide an improved offer and experience for learners and more responsive provisionfor employers through increased flexibility and engagement.

Qualifications in the QCF will be built up from units, with each unit (and qualification) having a creditvalue. A new understanding of what constitutes a full Level 3 will be needed because the frameworkfor qualifications in England is changing from the NQF to the QCF, with credit as the key currency ofachievement alongside qualifications. Therefore, an interim definition is being proposed to define theminimum credit threshold necessary for full Level 3.

As a part of UK-wide Vocational Qualification Reform Programme (VQRP), and also linked to theimplementation of the QCF, the Secretary of State has recently agreed an interim definition for fullLevel 2 set at a minimum threshold of 13 credits for QCF provision in order to maintain stability andconsistency in setting and monitoring the allocation of LSC funds. This will be an interim definition,initially for the 2-year period, until August 2010, which LSC will monitor and manage. Sector SkillsCouncils (SSCs) will be responsible for determining the content and appropriate credit threshold fortheir sectors and will also have the flexibility to set the threshold higher or lower than 13 credits asappropriate for relevant sub-sectors.

2. ProposalThe proposed interim definition for qualifications is that a full Level 3 qualification would need to meet aminimum threshold of 25 credits in the QCF. Sector Skills Councils (SSCs) will be empowered to varythe size in either direction, providing that the resulting qualification confers a basis for employability andprogression in the sector.

It is proposed that a new definition will be implemented for the 2-year period to 31st August 2010.

According to the current definition for qualifications in the National Qualifications Framework a full Level3 needs to be either a National Vocational Qualification (NVQ) or a vocationally-related qualification(VQR) of at least 595 guided learning hours (GLH).

The proposed definition varies from the current one in the following ways:

4 19-25 year old learners studying their first full Level 3 qualification are entitled to full fee remission.5 The 1998 Comprehensive Spending Review introduced Public Service Agreements (PSAs). These are part of theGovernment's improvements to public services. Each PSA is split into targets. Each target contains detailedinformation including a statement of who is responsible for its delivery, how it will be measured and how itssuccess will be defined. The progress of these targets is monitored through regular reporting.


� In the QCF there are no �types� of qualifications such as NVQ, as vocational qualifications willbe defined by purpose rather than type.

� QCF does not use guided learning hours to indicate the input required to achieve a given set oflearning outcomes but instead uses �Learning Time� which indicates the amount of time alearner at the level of the units is expected to take on average to complete the learningoutcomes. Learning time therefore includes time taken for self-directed learning,demonstrating skills in a work setting and e-learning.

� QCF currency for achievement is credit, where 1 credit, is awarded for achieving definedoutcomes in 10 hours of Learning Time.

As with all Levels in the QCF, Level 3 has three sizes of qualifications, denoting their size rather thandifficulty:

� Award (1 to 12 credits)

� Certificate (13 to 36 credits)

� Diploma (37 credits and above).

QCF will introduce a standard currency for learner achievement across the qualification system throughthe award of credit for qualifications and units. The framework allows credit to be banked (accumulated)and then used to count against a qualification (transfer). For example, credit awarded for theachievement of a unit in customer service may count towards several qualifications. How and whencredit counts will be set out in the Rules of Combination (RoC) for each qualification.

3. Purpose of consultationThis consultation paper sets out the proposition and is seeking opinion from key partners andstakeholders on the proposed definition before a final decision is taken.

The main focus of the consultation is to seek comments as to whether the proposed credit threshold of25 credits for full Level 3 is right, and to gain an understanding of the impact of the implementation ofproposed interim full Level 3 definition. The consultation therefore aims to understand:

� The factors that should be taken into account in proposing and varying the appropriatethreshold.

� The unintended consequences of driving potential volume increase and/or decrease thatcould affect targets and/or affordability (e.g. How do we manage potential significant shiftsin what currently counts as full Level 3?).

� The impact of the new definition on key stakeholders.

� Determining positive and negative impacts on consistency in funding allocations andperformance reporting across a range of providers.

� What are the key issues in assessing eligibility and prioritisation of provision for publicfunding?

The consultation is also seeking to understand how the new proposed full Level 3 definition is going toimpact key stakeholders, especially Sector Skills Councils, higher education, Awarding Organisationsand providers.

The intention is to complete the consultation during January 2009 with LSC reporting back to theMinister by the end of January to enable possible announcement in February 2009.

4. Implementation impactThe consultation would like to understand if the implementation of the proposed full Level 3 definitionmight lead to potential volume increase and/or decrease in participation, and if it is likely to affect:


� PSA targets for Level 3; and/or

� Affordability of provision at Level 3.

In the Comprehensive Spending Review (CSR) in 2007, the Department for Innovation, Universitiesand Skills (DIUS) signed up to a set of indicators for skills improvements by 2011, including thresholdtargets for adults qualified to Level 3. The Level 3 indicators will be measured by the percentage of thepopulation qualified to Level 3 (56%) by 2011, as reported through the Labour Force Survey.

The proposed credit threshold was set to maintain stability in terms of the qualifications that currentlycount to the PSA target. However, the new definition may lead to significant changes in what can berecognised as a full Level 3 qualification, and this may impact on the volumes of qualifications thatpotentially contribute to the target. For example, some small NVQs may be less than 25 credits.

As well as the impact on the PSA target, the new definition could have an impact on affordability ofprovision at Level 3. While it is estimated that the new definition would equate closely to the current fullLevel 3 volumes, any significant change in the number of participating learners could affect affordability.

5. Impact on employers and sectorsThe key aim of QCF is to make the qualification system more flexible to meet employers� needs,helping them to have a clearer understanding of the level and size of achievement of their prospectiveemployees, and enabling them to gain recognition for on-the-job training within a national framework.

The new full Level 3 definition proposes a role for Sector Skills Councils (SSCs) to be able to vary the25 credit threshold in either direction so long as the resulting qualification confers a basis foremployability and progression in the sector. SSCs are to strengthen employers� influence on skills andallow the flexibility to set different credit thresholds for different sectors when that is likely to betterreflect employer requirements.

In the QCF, SSCs will be responsible for approving vocational qualifications as a pre-requisite to theiraccreditation by Ofqual onto the QCF. As such, SSCs would have a formal role in defining the content,ensuring consistency, determining which qualifications are needed in their sector and removingunnecessary duplication. In addition, SSCs will, through their Sector Qualification Strategy (SQS)action plans, advise the LSC of the qualifications they believe are fit for purpose for their sector andwhich qualifications and/or units should be a priority for public funding.

The consultation would like to take further views on the ways the proposed definition is likely to impactemployers and different industry sectors.

6. Impact on Awarding OrganisationsThe proposed definition is likely to have an impact on the Awarding Organisations in regard to thedevelopment of new qualifications, and also in the way that current qualifications might fit with theproposed definition. It is expected that the proposed definition would:

� Enable Awarding Organisations to progress the development of new qualifications at Level 3 topopulate QCF, specifically in the context of public funding.

� Allow the majority of NVQs to continue to be eligible for funding.

7. Impact on providersIt is expected that the providers will start delivering new Level 3 qualifications when they becomeavailable. The 25 credit threshold should ensure that there is a minimal impact on the fundingallocations in relation to the current full Level 3 qualifications. Equally, it is expected that theperformance arrangements will largely continue unaltered. Achievement rates and time taken to


achieve the new qualifications will form part of the monitoring that will be undertaken during the twoyear period.

For the 09/10 allocations, as part of the business cycle, funding will be prioritised for QCF learning,informed by the Sector Qualification Strategies. LSC will expect providers, as part of thecommissioning arrangements, to switch to delivering the new qualifications where they are available.

This consultation seeks further opinion in the following areas:

� Understanding of the new definition impact on affordability, delivery and learner participation.

� Understanding if there would be any impact on learner numbers.

� If there are any barriers to providers delivering full Level 3 qualifications.

� Determining positive and negative impacts on consistency in funding allocations andperformance reporting.

� If there any changes required in the ways to measure performance.

� Any issues that should be taken into consideration regarding prioritisation of funding allocations.

8. Impacts on Higher Education and Higher Level Vocational Learning and SkillsQCF has been designed as an inclusive framework for all regulated qualifications, and aims to offerprogression opportunities into higher education (HE). It will be important that QCF articulates with andis aligned with the higher education Qualifications Framework.

General qualifications, such as GSE, A levels and the new Diploma, are still remaining in the NationalQualifications Framework (NQF), but it is likely that QCF will be extended to all 14-19 qualifications inthe future with a decision point of 2013.

In relation to the new full Level 3 definition there are two key points to note in relation to highereducation:

� The proposed definition will not in any way reduce entry requirements for Higher Education.HE entry standards will remain to be determined by Higher Education Institutions andexpressed in UCAS points.

� It is important that the new definition for full Level 3 is suitable to enable learners to progress tohigher education.

Consequently, this consultation would like to hear from higher education representatives regarding theirview on any positive and negative impacts of the new full Level 3 definition.

9. How to respondIf you wish to respond to this consultation, there are two possible routes:

1. LSC is organising series of focus group sessions in January 2009 for key stakeholder groups. Thefollowing consultation events for key stakeholders have been planned:

� Sector Skills Councils on 12 January 2009 at the LSC National Office in Coventry.

� Awarding Organisations on 15 January 2009.

� Higher Education on 16 January 2009 at the LSC National Office in Coventry.

� Training providers on 16 January 2009 at the LSC National Office in Coventry.

Invitations to these events have been sent separately.

2. As spaces at the above events are limited and in order to ensure that you can respond to theconsultation the attached response form enables responses to be provided in writing.

All written responses should reach LSC no later than 20 January 2009.


When responding, please state whether you are responding as an individual or representing the viewsof an organisation, or a group of organisations. If responding on behalf a group of organisations,please make it clear who is represented and, where applicable, how the views of members wereassembled.

You may choose to comment on all questions raised in this document, or choose only those sectionsthat are relevant to your organisation.

10. Next stepsThe consultation results will be written and submitted to DIUS to inform final decision on the newinterim definition for full Level 3. It is expected that the final announcement will be made in February2009.


QCF Full Level 3 Consultation Form

Questions:

� Is 25 credits an appropriate threshold for full Level 3?

� The 25 credit threshold for Level 3 is not placed at the QCF qualificationsize boundary, as it sits in the middle of Certificate range. What areadvantages and/or disadvantages of this position?

� What factors should influence variance in the 25 credit threshold, andwhat is the likelihood and impact of any such variations?

Sections 1, 2and 3:

Credit threshold

Response:

Questions:

� Is the proposed definition likely to result in significant increase ordecrease in Level 3 provision?

� What are the key factors that might lead to increase or decrease inLevel 3 provision?

� Is the proposed definition likely to lead to significant changes in whichqualifications can be categorised as full Level 3?

Section 4:

Impact on PSAtargets andaffordability

Response:


Question:

� Are there any specific employer-related and sectoral sensitivities inrelation to the proposed full Level 3 definition?

Section 5:

Impact onemployers andsectors

Response:

Questions:

� What will be the impact of the proposed definition on AwardingOrganisations?

Section 6:

AwardingOrganisations

Response:

Questions:

� What will be the impact of the proposed full Level 3 definition onproviders?

� What would be impacts on delivery and learner numbers?

Section 7:

Impact onproviders

Response:


Questions:

� What would be the impact of the proposed definition on highereducation?

� What key factors need to be taken into account in the communication ofthe definition, particularly in terms of progression to higher education?

Section 8:

Impact onHigherEducation

Response:

Section 9

Other comments

Comments:


Annex D: Train to Gain SME Flexibilities � Unit Funding TrialsThe most up-to-date guidance on the Train to gain SME flexibilities can be found on the Tran to Gainweb pages (link below). This guidance is subject to change over the coming months as the policyapplication for redundancy and clustering is finalised.

http://www.lsc.gov.uk/providers/ttg/


Annex E: Reform � Qualifications and Credit Framework:Unit Funding Trials 2008/09 � 2009/10: Adult LearnerResponsive Model Arrangements

Introduction

1. This briefing note provides further details of the Qualifications and Credit Framework (QCF) unitfunding trials signalled in the LSC Funding Guidance 2008/09 � Principles, Rules andRegulations (paragraphs 268 to 275), which was originally published in April 2008. Thisguidance indicated (at the end of paragraph 268) that the future funding for units will only bepermissible as part of the agreed trails for unit based funding in the QCF. The LSC now hasagreement from the Department for Innovation, Universities and Skills (DIUS) to undertakesmall-scale trials during 2008/09 and 2009/10, across both the Adult Learner and Employerresponsive funding from 2 January 2009.

2. The purpose of the trial is to demonstrate the strong benefit that funding units as engagementcan have on progressing learners to a full qualification where they would not otherwise engage,as well as how packages of units can be responsive in a period of economic downturn, both interms of re-engagement, and in terms of upskilling and retraining. These trials will form a criticalpart of the future direction of funding policy and it is important that they provide robust andvaluable evidence.

3. The Secretary of State recently identified a package of support for both individuals andbusinesses to help them through the current economic climate; part of this package of support isgreater flexibility to enable providers to offer what is needed to support employers through thedelivery of bite-sized packages of support in a number of business critical areas. This supportpackage will be used as the vehicle for testing out approaches to unit funding within EmployerResponsive funding. Full details of the approach for Employer Responsive funding are availableat http://www.lsc.gov.uk/providers/ttg/latest. Consequently this briefing is focussed mainly onthe arrangements for Adult Learner Responsive funding.

Purpose

4. Within the Adult Learner Responsive Model the key objective will be to test whether unit fundingcan incentivise the completion of full qualifications, supporting the achievement of Public ServiceAgreement (PSA) targets particularly among individuals who would not otherwise engage withlearning and progress to complete qualifications.

5. The trials will be limited to Qualifications and Credit Framework (QCF) provision only and willalso support the testing of a Credit Success Rate (CSR) measure to track learner progressionto full qualifications. In addition, the trial in the Adult Learner Responsive Model will test how thetechnical features of the QCF, in particular the rules of combination and the requirement forUnique Learner Number (ULN) can be used to ensure providers support learners to progressfrom units for engagement to full qualifications.

6. The QCF unit funding trials will begin from 2 January 2009.

Approach for the period 1 August � 31 December 2008

7. From 1 August 2008, LSC has removed funding for units of National Qualification Framework(NQF) and non- NQF qualifications in order to focus funding on QCF provision. The implicationsof this are that the previous generic class codes used to record unit provision, prefixed by ZUNA


and ZUNE were removed for 2008/09 and this was confirmed in Appendix H � Learning aimClass Codes to the ILR specification 2008/09, published in October 2008.

8. The LSC acknowledges that there has been a delay in publishing the details of the unit fundingtrials and also that some providers have delivered QCF units based on the guidance publishedearlier this year. The LSC therefore considers it would be unreasonable not to fund providers forQCF unit provision delivered in good faith against our published policy. In order not todisadvantage providers the LSC will fund all new enrolments on units of QCF provision wherelearners started their programme between 1 August - 31 December 2008 (the first census period)and delivered as part of planned activity from the Adult Learner Responsive Model and fromwithin development funding.

Approach from 2 January 2009

9. Within the Adult Learner Responsive Model the focus will be on the use of units to engagelearners with the overall aspiration of achieving a full qualification within an appropriate period oftime. The trial will target learner cohorts who would not otherwise enrol on a full qualification inthe first instance.

10. The trial is not intended to enrol learners on units where the original intention is the achievementof a full qualification. Providers can only deliver eligible units from within the Rule ofCombination of a single qualification. A learning programme made up from units from differentqualifications will therefore not be eligible for funding.

11. Within Adult Learner Responsive funding the unit trials are initially restricted to specific sectorsand units, pending the outcomes of first stage evaluation. The following sectors and AwardingOrganisations are included in the unit funding trials:

a. Lantrab. Cogentc. People 1st

d. E-Skills UKe. Skillsmart Retailf. Skills Activeg. NOCNh. Edexceli. City and Guilds.

Eligibility

12. In the Adult Learner Responsive Model, eligibility is limited to those units agreed by LSCNational Office and will include units only from within the Rule of Combination (RoC) of anaccredited QCF qualification, including:

� Full Level 26 and 37 qualifications and� Entry and Level 1 qualifications within Progression Pathways in the Foundation Learning Tier

(FLT) as part of phased implementation.

6 Full Level 2 provision in the QCF will be defined as a minimum of 13 credits and SSCs will have thecritical role of determining the size and content of a full Level 2 for their sector and for specificoccupations. This flexibility means that they can agree a value higher or lower than 13 credits.7 The LSC has been remitted to carry out a consultation on an interim definition for Full Level 3 for QCFprovision and to report to ministers on the outcomes at the end of January 2009.


13. National Qualifications Framework (NQF), non-NQF and other QCF units will not be eligible forfunding outside of the agreed parameters for the trials. Providers should not use alternativecodes intended for other purposes to record ineligible provision, for example codes prefixed byZ9OP as they are only intended to support internally certificated and non-certificated provision.

14. There are 434 eligible units available in the adult learner responsive model. Details of the unitsand the associated �parent� qualification(s) are attached as an annex to this briefing in a printableformat and are also available in a searchable spreadsheet format on the LSC�s website:http://qfr.lsc.gov.uk/ukvqrp/support. There is a small overlap of units between units availablein the Adult Learner and Employer Responsive models. These units have been indicated byshading on the list.

Learners

15. For Level 2 and 3 the trials are limited to 19+ learners who would not otherwise enrol on a fullqualification. For Entry and Level 1 the trials may encompass learners aged 16 plus, through toadults.

16. All providers taking part in the trials should have access to the interim QCF service when itbecomes available after March 2009. They must ensure that they have a UK ProviderReference Number (UKPRN) and that all learners have a Unique Learner Number (ULN). Bothof these are obtained from MIAP. These data items will be required in order to operate the QCFservice. For details on requesting a ULN please refer to the LRS quick guide. For informationabout the Provider Registration Service please refer to the UKRLP web site . Providers willneed to supply the Awarding Organisation with the learners ULN when registering them for units.

Adult Learner Responsive Budget

17. Eligible units must be delivered from within the existing agreed allocation for adult learners withinthe Adult Learner Responsive Model. There is no new funding available in addition to theagreed provider allocation for 2008/09 or 2009/10.

18. For units of Level 2 and 3 qualifications, funding must be displaced from the planned deliveryfrom within the development funding line and for units of Entry and Level 1 provision withinProgression Pathways, funding must be displaced from the Foundation Learning Tier budget line.

Providers

19. Regions are not required to select providers to participate in the trials as any provider who hasplanned delivery for units from within the Adult Learner Responsive Model can displace thatactivity to deliver eligible units. However, regions are asked to monitor participation to ensurethat the range of provider types participating in the trials is representative in terms of:

� Type and size� Geographical spread.

In addition, regions may also wish to take into account the historical volume and pattern ofdelivery.

Credit Success Rate Measure

20. Alongside the unit funding trials we will trial a new Credit Success Rate (CSR) measure tounderstand the practical issues in relation to entering and collating credit success rate data aswell as gaining an understanding of how the new measure can complement the existing


Qualification Success Rate (QSR) measure in the short term as well as assess how the QSRneeds to change in time to fully take account of incremental achievement accumulated throughcredit.

21. The trial will also provide valuable information about provider performance and in particularprovide data to indicate success by provider type in progressing learners to full qualificationachievement. The trial will need to provide evidence to demonstrate:

a. the partial achievement of learners in 2008/09 and 2009/10b. the number of learners enrolled on units in 2008/09 who progress to either Full Level

2/3 qualifications or Progression Pathways.

22. Learner progression will be tracked through the CSR measure which will capture data from thenew fields A59 and A60 �planned credit� and �credit achieved� respectively and will also make useof the ULN to track learners between programmes and/or providers.

Data collection and reporting

1 August -31 December 2008

23. The previous codes for recording unit level data, i.e. generic codes prefixed by ZUNA and ZUNEhave been made unavailable from 1 August 20088.

24. For the period 1 August to 31 December providers are asked to record QCF units using the newZUQA code. Although this code will remain available until 31 July 2009 it should not be used torecord new starts on units from 2 January. This is because the availability of this cannot beremoved in-year. Regions will therefore need to monitor the use of this code to ensure that it isused appropriately.

From 2 January 2009

25. From the 2 January 2009, eligible units agreed for use in the trials will be recorded on LAD usinga unique unit identifier, which will be the unit accreditation code assigned by Ofqual. This willenable tracking at unit level and provide more meaningful information particularly in terms of thebureaucracy implications and progression on to full qualifications.

26. Providers will also be required to record a valid ULN for every learner participating in the trial andshould not use the �null return� (9999999999).

27. For data collection purposes, Providers will also be required to complete the new fields tosupport the Credit Success Rate measure. The Planned Credit Value (field A59) will be thesame value as the credit value for the unit. The Credit Achieved (field A60) must be equal to thisvalue if the unit is achieved or should be zero if not as there is no partial achievement of a unit.

28. A new qualification type will be added to the LAD titled QCF unit. This will support reporting andanalysis for the unit trials.

Funding approach

Assigning Standard Learner Number (SLN)29. Eligible units will be assigned individual SLN values in the Adult Learner and Employer

Responsive model. The SLN value will be based on the level of input required for each unit.

8 Full details of changes to unit codes are set out in Annex H to the Individualised Learner Record2008/09


Where possible recommended guided learning hours (glh) for units will be used to set this value,with units of similar size being grouped together; otherwise a view will be taken on the expecteddelivery input required. Based on initial experience with the trial in 2008/09, the rates may bereviewed for 2009/10.

Eligibility for Fully Funded Rates30. Units eligible in the Adult Learner Responsive model will be subject to the existing eligibility rules

for Fee Remission as outlined in the Funding Guidance 2008/09 - Learner EligibilityGuidance (paragraphs 88 to 95).

Assigning Programme Weighting Factors31. Programme weighting factors will be assigned at a unit level using the existing set of factors

available in the respective model. They will be assigned on the basis of the individualcharacteristic of the unit. The table below provides an example of a unit code with theassociated funding values.

Unitreferencenumber

Title Level SLN Weightingfactor

F5013821 Working with costsand budgets

L3 0.022 A - 1.0

Funding Progression to Full Qualifications32. When a learner chooses to progress from following individual units to a full qualification, the level

of funding received for the individual units should be discounted from the level claimed for the fullqualification. The amount discounted would be the funding already received for those unitswhich form part of the full qualification, taking into account the QCF rules of combination.

33. Further guidance on calculating the amount of funding to claim is available in the LSC FundingGuidance 2008/09 - Funding Principles, Rules and Regulations (see paragraphs 251 � 255).

Eligible QCF Units for Funding Through the Adult Learner Responsive

A full list of the units eligible can be found on the Learner Aims database (LAD). They can be found bysearching on the qualification type �QCF Unit� and filtering by the relevant sector subject area.

A copy of the units is also available on the website in a searchable spreadsheet format:http://qfr.lsc.gov.uk/ukvqrp/support.

Guide to identifying further information about the units

The parent qualifications have not been listed, because some of the units are common to more thanone qualification. The parent qualifications can be identified by following the guidance below.

Identification of Parent Qualification

Each unit reference number contains a hyperlink to Ofqual�s National Database of AccreditedQualifications (NDAQ). The hyperlink directs you to page on NDAQ which allows you view either furtherdetails about the unit, including the learning outcomes and assessment criteria for the unit (seehyperlink below 'Unit title') or the qualifications that unit is associate with (see hyperlink below'Associated Qualifications').

Step 1: Click on the hyperlink in column A of the spreadsheet for the unit you want to view:


Step 2:When you click onto the highlighted unit reference number, it will bring you to the NationalDatabase of Accredited Qualifications (NDAQ) and you can choose whether to view more details aboutthe unit (click on hyperlink below heading 'Unit Title') or associated qualifications (click hyperlink belowheading 'Associated Qualifications'):


Annex F: Aligning Public Funding to Key Qualificationsidentified by Sector Skills Councils/Sector Bodies/ StandardSetting Bodies

Date of Issue December 2008

LSC Office National Office

Publication intent Public

Purpose

1. This document outlines the first phase of the work that the LSC has undertaken with the UKCommission for Employment and Skills (UKCES) and Sector Skills Councils (SSCs), SectorBodies (SBs) and some Standard Setting Bodies (SSBs) to develop processes to align publicfunding with vocational qualifications approved by SSCs / SBs / SSBs and identified by SSCs/SBs / SSBs as priorities for public funding. This document follows on from the 2009/10 AnnualStatement of Priorities and signals the changes in public funding that will begin from 1 August2009 for the Qualifications and Credit Framework (QCF) whilst the wider programme ofVocational Qualification Reform continues to be implemented.

2. This briefing note provides details of the:

� background and context of the process� list of ineligible qualifications from 2009/109

� the appeals process (Annex A and B)� pro forma for appeals (Annex C)

Background and introduction

3. The UK Vocational Qualifications Reform Programme (UK VQRP) is a UK wide programme forintroducing significant changes to the vocational qualifications system, particularly in England,Wales and Northern Ireland, with the aim of creating a system:

� Based on learner and employer need;� With greater clarity and more flexibility and choice;� Encouraging a more skilled and productive workforce;� Allowing individuals to fulfil their potential; and� Supporting greater social justice and opportunity.

4. In order to deliver the aims of the UK VQR Programme, a number of key activities need to takeplace. These include developing:

� A Qualifications and Credit Framework (QCF) that provides learners with the ability toaccumulate credit on their way to completing qualifications

9 Available on the internet: http://qfr.lsc.gov.uk/ukvqrp/support.


� A regulatory framework to ensure the system embeds the aims of the VQR into thequalification system

� A qualification approvals process for the SSCs to approve qualifications� SQS Action Plans in conjunction with the Awarding Organisations (AO) that incorporates

QCF and meets learner and employer needs� Qualifications for submission to the QCF that are in line with SQS Action Plans� A funding process that supports the QCF and wider VQRP, encouraging end user

engagement� A readiness strategy to ensure that Learning Providers are bought into the QCF in order to

drive learner engagement in the QCF.

5. The Secretary of State for Innovation, Universities and Skills has announced that the QCF willbe implemented by 2010. The LSC has a remit to deliver the implementation of the QCFacross the sector, specifically the development and delivery of a QCF service which willsupport credit accumulation and transfer and the development and delivery of planning,funding and performance systems which will support the QCF.

6. In the LSC�s Statement of Priorities (November 2007) and the Update and Addendum to theStatement of Priorities: Aligning Public Funding with Priority Vocational Qualifications inEngland the LSC stated that from August 2009, we will progressively align funding with thevocational qualifications approved by SSCs / SBs / SSBs within the context of their SQS. Thistakes forward the recommendation in the Leitch Implementation Plan for England and isintegral to the Government�s longer term vision for increasing the skills of the workforce tomake the UK a world leader on skills. This commitment was restated in the LSC�s Statementof Priorities (November 2008 where the aspiration to focus funding on the QCF from 2010 isclear and where we commit to publishing an initial list of those qualifications which SSCs / SBs/ SSBs have advised the LSC should no longer be eligible for public funding.

7. As part of the process of aligning public funding to the QCF, LSC, the UK CES and TheAlliance of Sector Skills Councils are now jointly remitted to ensure that key vocationalqualifications are reformed and available in the QCF by 2010. In this context key qualificationswill be those qualifications which SSCs / SBs / SSBs advise the LSC should be funded on theQCF and which will deliver government and sectoral targets and priorities.

Aligning Public Funding to SSC Priorities in 2009/10

8. The list of qualifications which accompanies this document is the result of work carried outduring the summer by the majority of SSCs / SBs / SSBs working through their SQS actionplans and advising the LSC of their plans for the reform of vocational qualifications. As part ofthis process SSCs / SBs / SSBs have advised the LSC of those qualifications which shouldcontinue to be eligible for public funding and those which should no longer be eligible. LSC andUK CES and SSCs are now working to identify a definitive list of key qualifications which will beidentified by SSCs for development and accreditation onto the QCF leading to 2010. It isanticipated that a first list of those key qualifications for the QCF will be published in March2009 with a final refinement in June 2009. These lists will identify those key qualificationswhich SSCs and associated bodies have prioritised for QCF development and to which publicfunding will be aligned as they become available. The list will identify the qualification(s) andtimescale for development.

9. From 1 August 2009 the LSC will start to prioritise funding on:


� those vocational qualifications within SQS action plans which are accredited onto the QCF;� we are advised by SSCs / SBs / SSBs should be priorities for public funding; and� which meet LSC�s programme eligibility for funding10.

10. SQS action plans provide details of all the qualifications identified within a SSCs / SBs / SSBsfootprint (as at the end of July 2008). They indicate for both NQF and current QCFqualifications the SSCs / SBs / SSBs plans for reform in terms of those qualifications which areplanned for:

� development into QCF� withdrawal/removal and therefore not planned for QCF development� review by SSC.

11. The LSC accepts that the reform of vocational qualifications is an on-going process and SSCs/SBs / SSBs will not be in a position to provide definitive information concerning their plans forqualification development. The implications of this are that SQS action plans will remain aslive/working documents which SSCs / SBs / SSBs will maintain and share appropriately.However, the UK CES and LSC will jointly publish a definitive update of key qualifications andtimescales for development onto the QCF in March 2009, and a revised version in June 2009.The LSC intends to signal the direction of travel and key messages signalled in SQS APs inorder to inform commissioning and funding for 2009/10.

Ineligible Qualifications

12. This briefing also provides details of those qualifications which SSCs / SBs / SSBs haveadvised should be ineligible for funding from 2009/10 under the adult learner and employerresponsive model.

13. LSC and SSCs / SBs / SSBs have worked together to ensure that the decisions to recommendineligible qualifications is based on sound evidence and discussion with key stakeholders. Wehave also taken into consideration work carried out by the Federation of Awarding Bodies (FAB)and Joint Council for General Qualifications (JCQ) with regard to preparatory rationalisation ofqualifications.

14. From 1 August 2009 vocational qualifications (identified in the first phase of SQS action plans)falling in one or more of the following categories will no longer be eligible for funding:

� there is or will be a replacement qualification within the QCF for delivery in 2009/10� the qualification is customised to meet the specific needs of a employer� there is no current identified sectoral need for the qualification� the qualification is not fit for purpose.

Next Steps

15. The list of vocational qualifications no longer eligible from 1 August 2009 for new learnersunder the adult learner and employer responsive model is available on the internet:http://qfr.lsc.gov.uk/ukvqrp/support. Learners who enrolled on these qualifications before 1August 2009 will continue to be funded in order for them to complete their learning programme.

16. Organisations or individuals wishing to appeal against the decision to make one or more ofthese qualifications ineligible for funding have until 20 March to do so. The appeal may be onthe grounds that the removal of funding will have an adverse, unreasonable or uneven impacton an individual and/or organisation in 2009/10 only or in both 2009/10 and 2010/11. Details of

10 See paragraphs 293 � 323 LSC Funding Guidance 2008/09: Principles, Rules and Regulations


the draft appeal process and the grounds for appeal are outlined in Annex A. There will onlybe two opportunities for appeal:

� By Friday 30 January 2009 to be considered by the appeal panel during March 2009� By Friday 20 March 2009 to be considered by the appeal panel during May 2009.� There will be no further opportunity after 20 March to submit an appeal for decisions

taking effect from 1 August 2009. This is to enable the final list of vocationalqualifications for which funding is no longer available from 2009/10 to be published inJune 2009. The final list will reflect the decisions made following the appeals.

17. Following the publication of the list the LSC will continue to make ineligible for funding thosequalifications which are replaced by new qualifications accredited onto the QCF. The LSC willtake into account the timing of any funding changes so that learners and providers are notdisadvantaged and will normally ensure that such changes are not implemented in-year.However, the LSC will expect providers to start delivering new QCF qualifications instead oftheir predecessor NQF qualifications as they become available for delivery. This will be inpreparation for the focusing funding on QCF provision from 1 August 2010 for:

� vocational qualifications for adults� entry level and level 1 qualifications (Foundation Learning Tier)� Apprenticeships� Functional Skills.

March 2009 Update

18. We will continue to work with those SSCs, SBs and SSBs who were not included in this firsttranche of work and we plan to publish a further list of qualifications which LSC is advisedshould no longer be eligible for public funding in March 2009.

19. The March publication will also reflect and bring into a single place qualifications drawn fromSSC/ SB and SSB action plan templates where key qualifications accredited into/planned fordevelopment for the QCF and identified as priorities for public funding are identified and wherefunding will be focussed.


Annex G: Process to appeal the decision on withdrawing offunding for qualifications

Purpose

1. This note is for providers, awarding organisations and Sector Skills Councils. It sets out theprocess for appeal against the LSC decision to cease funding for one or more qualifications fornew learners under the adult learner responsive and employer learner responsive model for2009/10 and onwards as set out in the document above.

Background2. The UK Vocational Qualifications Reform Programme (UK VQRP) is a UK wide programme for

the reform of vocational qualifications for adults only.

3. The key objectives of the UK VQRP are the:

� reform and rationalisation of sector qualifications and other learning provision � which the UKCommission for Employment and Skills (UKCES) leads on

� redesign of the current National Qualifications Framework (NQF) and the development of aproposed qualifications and credit framework (QCF) which will articulate with the ScottishCredit and Qualification Framework, UK Higher Education frameworks and the proposedEuropean Credit and Qualifications Frameworks � which the Qualifications and CurriculumAgency (QCA) leads on

� establishment of planning, funding and delivery arrangements to support the objectives ofthe reform programme in England � which the LSC leads on.

4. In December 2007 the LSC published the Addendum to the Statement of Priorities: AligningPublic Funding with Priority Vocational Qualifications in England which marked the beginningof the process whereby Sector Skills Councils advise the LSC on which qualifications shouldhave priority to support the skill needs of their sectors, with a presumption that funding wouldbe allocated accordingly to those sectors.

5. From August 2009 the LSC will no longer fund those vocational qualifications recommended bythe SSC concerned. The list of affected units is available on the internet:http://qfr.lsc.gov.uk/ukvqrp/support.

Grounds for appeal6. Appeals can be made by individuals or organisations on the grounds that the loss of public

funding for a particular qualification will have an adverse, unreasonable or uneven impact onan individual and/or organisation in:

� 2009/10 only and therefore funding can be stopped from 2010/11 and onwards� 2009/10 and 2010/11 and therefore funding cannot be stopped for this qualification for these

two academic years, however the eligibility of the qualification for funding thereafter may bereviewed

7. An adverse, unreasonable or uneven impact on an individual and/or organisation may bewhere loss of public funding of the qualification results in:

� limited or no availability of, and access to, learning at that level in that sector when there isan identified need

� an adverse impact on a particular group of learners or learner cohort� destabilisation and/or narrowing of the provider base in a region or sector� disadvantaging one particular organisation over other organisations working in the same

sector, qualification level or geographical area


� a negative impact on the planning and quality of delivery in 2009/10, for example limitedavailability of curriculum material to support delivery of new qualifications or the replacementqualification is not available in time to plan for delivery

� an adverse impact for learners below the age of 19� an adverse impact on local or regional strategic learning.

8. The criteria above will be used by the LSC to determine whether appeals made to the LSC areon reasonable grounds.

9. An appeal can only be made on the grounds described above therefore the following areas willbe out of scope; concerns around the:

� structure of the qualification

� qualifications approval system

� accreditation or regulation of the qualification.

Making an appeal10. An overview of the appeal process is outlined in Annex B.

11. An appeal must be made in writing and by the individual(s) or organisation(s) making theappeal (appellant) to Dilveer Brainch, Adult and Lifelong Learning, Learning and Skills Council,Cheylesmore House, Quinton Road, Coventry, CV1 2WT or [email protected] usingthe appeals pro forma provided in Annex C.

12. The appeal form must include details of the grounds for the appeal and have attachedsupporting evidence. In the appeal process, the appeal form is extremely important in helpingthe appeal panel understand the appellant�s position and as much detail as possible should begiven.

13. There will be two opportunities to appeal against the decision to no longer fund certainqualifications in 2009/10:

14. The first date to submit a appeal (which includes completed appeal form and supportingevidence) is Friday 30 January 2009 to be considered by the appeal panel during March 2009

15. The second and final date to submit an appeal (which includes completed appeal form andsupporting evidence) is Friday 20 March 2009 to be considered by the appeal panel duringMay 2009. Please note there will be no further opportunity to submit an appeal after 20 March2009.

16. All appeal forms and supporting evidence must be submitted to the LSC by either Friday 30January 2009 or Friday 20 March 2009. Late submission of the appeal form, evidence or othersupporting information will mean that the appeal may not be considered by the appeal panel fordecisions taking effect from 1 August 2009.

17. Upon receiving the appeal the LSC will review the documentation to ensure that the appeal ismade on valid grounds. The appellant will receive within 10 working days a writtenacknowledgement confirming whether there are valid grounds for appeal. If there are validgrounds for appeal, an indication will be given of when the appeal panel will review thesubmission and when a decision will be communicated to the appellant.

18. Upon confirmation that the appeal has been made on valid grounds the LSC will contact therelevant Sector Skills Council requesting a response to the appeal within 10 working days ofreceiving the request.

19. The Sector Skills Council�s response will be shared with the appellant to provide an opportunityfor the appellant to provide further evidence in support of their appeal. Where appellants wishto provide further evidence this should be submitted in writing to Dilveer Brainch at the LSCwithin 10 working days of receiving the Sector Skills Council response.


20. The appeals panel will be convened in March 2009 to consider appeals submitted by 30January 2009 and will be convened in May 2009 to consider appeals submitted by 20 March2009.

The Appeal Panel

21. All appeals will be heard by the appeal panel. The appeal panel will be chaired by a personwho is independent (therefore not a LSC employee) and will have members with technical andsector expertise drawn from the LSC, the Alliance of Sector Skills Councils, the Association ofColleges, the Association of Learning Providers, a representative from the National LearnerPanel and other stakeholders as required. The panel will ensure that no member has a conflictof interest with appeals being heard by the panel.

22. Attendance by the appellant or the Sector Skills Council providing evidence against the appealis not required at panel meetings.

23. The appeals panel will meet twice (March and May 2009) to hear any appeals that the LSCreceive for decisions effective from 1 August 2009.

24. The appeal panel will review the evidence to decide whether the decision to withdraw publicfunding for a qualification:

� is valid

� is valid but should be postponed for a year or two years

� is no longer valid based on the new information received and therefore the LSC willcontinue to fund the qualification. Such decisions will be reviewed (in conjunction withSector Skill Councils) annually to see if there is any change on the impact onindividuals or organisations

� The terms of reference of the appeal panel are to consider whether

� the rationale behind the Sector Skills Council advice to the LSC is sound

� new information is now available which was not available at the time of the SectorSkills Council�s advice to the LSC

� further time is needed before public funding for the qualification is withdrawn to allowtime for transition?

Outcome of the appeal

25. The appeal panel will make recommendations to David Cragg, Regional Director of LSCBirmingham and Solihull who has delegated authority to make the final decision on behalf ofthe LSC. The appellant will be informed of the decision by letter within 10 working days of therecommendation being made to the Director by the appeal panel.

26. The decision is final and there are no further grounds for appeal. However appellants who aredissatisfied with the way in which their appeal has been handled may complain using theprocedure for dealing with complaints about the LSC.


Overview of the appeal process


Pro forma for Appeals

1. Name of Appellant:

2. Organisation the Appellant is representing (if appropriate):

3. Appellant name, address, contact telephone number and e-mail address:

4. Please confirm that the appeal is being made on the grounds that there is an adverse,unreasonable or uneven impact on an individual and/or organisation in:

2009/10 only OR

2009/10 and 2010/11

Public Document47 of 48

5. Please outline the details for the grounds for your appeal referencing additional supportinginformation11:

11 Please see the process for appeals (Annex A) for guidance on this section

Public Document48 of 48

6. Please list any additional documents that you have attached to the form to support your appeal:

Please return the form and the additional supporting information to Dilveer Brainch either by post or e-mail:

Dilveer BrainchAdult and Lifelong LearningThe Learning and Skills CouncilCheylesmore HouseQuinton RoadCoventryCV1 2WT

Or:[email protected]

Documents

Qualifications and Credit Framework Policy Update: Issue 1 January