Advanced Learner Loans - gov.uk · Advanced Learner Loans. the original toolkits, published during...

Advanced Learner LoansA provider toolkit for leaders, managers and learner-facing staff

IntroductionPAGE 1 OF 1

AdvAnced leArner loAns – A toolkit for providers / introduction

Welcome to this toolkit for providers looking to create, establish or grow provision funded by Advanced Learner Loans.

the original toolkits, published during 2013 and revised in 2014, have supported providers since the launch of what was then called 24+ Advanced learning loans (now termed ‘Advanced learner loans’, and henceforth referred to here just as ‘loans’).

since then, thousands of learners have applied for, and started, loan-funded learning. We have gathered views and experience both from providers who have been successful in implementing loans and from those who struggled. Wherever possible, these have been incorporated into this revised toolkit – which also takes into account the new policy developments that have been announced since november 2015.

Advanced learner loans have replaced 24+ Advanced learning loans. this is because the remit of these loans is being expanded so they are available to everyone aged 19 and over and for study at level 3 to level 6.

The toolkit is divided into two sections:

• SECTION1:

Strategy and operations management, offering tools for leaders and managers to support strategic planning, operational procedures, the management of loans at an organisational level, and managing growth in loans-funded provision.

• SECTION2:

Information, advice and guidance, offering tools for learner-facing staff to help them improve the communication and advice provided to potential loan-funded learners.

Many of the tools will be of value to all providers, although some tools are targeted specifically at providers who are new to loans funding, and others at providers looking to grow their delivery of loans-funded learning.

Although you will probably adopt a ‘pick and mix’ approach to using the toolkit, we recommend that you do spend time on tools 1- 4 as these will help you prioritise your work and select appropriate tools from the rest of the toolkit.

All the tools have been reviewed to take account of the recent policy changes. there are also two new tools specifically linked to those changes: tool 9 “evaluating your organisation’s potential to deliver loans-funded higher-level provision” and tool 14: “updating your marketing and communications for the loans changes”. issues relating to introducing loans for 19-23 year olds have been reflected in adjustments to existing tools.

We hope you find the toolkit helpful in your planning and preparations for your loans offer. We wish you every success in developing your loans-funded provision and supporting your learners in furthering their education and developing their skills.

Important: this toolkit should be used in conjunction with the latest policy and guidance and funding rules issued by the skills funding Agency.

https://www.gov.uk/government/collections/sfa-24-advanced-learning-loanshttps://www.gov.uk/government/organisations/skills-funding-agency

Tool mapPAGE 1 OF 3

AdvAnced leArner loAns – A toolkit for providers / tool MAp

ESPECIALLY USEfUL for:

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Establishing an organisational vision, rationale and mindset for Loans this tool sets the scene for engagement with loans funding, and is a key starting point for any provider new to, or intending to grow, their loans-funded provision.

Loans, several years on – key policy changes and operational lessons this tool will raise your awareness of the essential changes in loans implementation practice since their introduction in 2013-14 so that you can take action accordingly.

Planning for Loans implementation An initial action checklist to support you as a provider new to loans funding as you build your loans implementation plan.

Planning for Loans-funded growth An initial action checklist to help you review last year’s loans-funded performance and identify areas for improvement.

driver and barriers to growing Loans-funded provision A force field analysis of the drivers and barriers identified by providers that will inform your loans implementation planning.

Performance and impact indicators this tool identifies the different types of data that you can use to evaluate the impact of loans implementation on your operational management.

risk factors attached to fee-paying and Loans funding this tool will help you identify and assess the factors that may jeopardise the success of your loans implementation and suggests possible preventive measures.

SECTION1:STrATEGY ANd oPErATIoNS MANAGEMENT

Tool mapPAGE 1 OF 3




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Growing Loans-funded provision this diagram and checklist will help you create a growth forecast for your loans-funded provision and assess your organisation’s readiness for achieving it.

Evaluating your organisation’s potential to deliver Loans-funded technical and professional education this tool explores an important new aspect of fe loans (level 5 and 6 courses), establishing the case and ‘architecture’ for such provision, examining your current readiness, and offering case studies.

factors affecting fee-setting this checklist will kick-start your review of your fee-setting strategy for your loans-funded provision.

reviewing your policies and procedures this checklist offers a starting point for a review and update of your organisation’s policy and procedures to ensure that they incorporate the changes required by loans implementation.

Creating a Loans bursary policy this tool provides an action list and a draft policy will kick-start the creation of your own bursary policy.

Marketing to potential Loan-funded learners A set of short checklists that will support your marketing strategies and plans targeted at potential loan-funded learners.


Tool mapPAGE 1 OF 3




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Updating your marketing and communications for the Loans changes Your communications and marketing channels must be up-to-date with all loans changes, and should also apply ‘lessons learnt’ since 2013 – this tool will help you review those factors.

delivery partner checklist this tool offers a comprehensive list of topics that you might wish to cover when preparing for the final (2016-17) year of sub-contracted loans provision, with your lead/sub-contractor.

Engaging and briefing staff this multi-faceted tool offers a range of support for your staff briefing and training strategies, including an evaluation mini survey, a compendium of briefing approaches, a list of training topics and a mini briefing sheet for staff.


Tool mapPAGE 1 OF 3




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IAG in the Loan-funded learner journey A tool to help you evaluate the effectiveness of your iAG across the iAG hotspots in the loan-funded learner journey.

Enrolment and IAG A process diagram to help you structure your enrolment procedures for programmes eligible for loans funding.

Loans application eligibility flowchart A visual guide to loan eligibility criteria for use by enrolment staff.

Information pack for fee-paying learners An overview of the key components that make up this important iAG resource for learners.

Workshop session plan An outline workshop session for working with potential loan-funded learners to improve their understanding of loans and discuss any concerns they may have.

Loans as part of employee training A short overview of how loans might support mutual financing of training by employer and employee.

Key information links links to all the important policy and research websites and documents, and to the extensive set of practitioner support resources.

SECTION2:INforMATIoN, AdvICE ANd GUIdANCE


AdvAnced leArner loAns – A toolkit for providers / section 1 introduction

this section of the toolkit is aimed at senior managers as they take account of the Advanced learner loans funding system in their strategic planning and thinking.

there is no requirement at all for providers to use a loans facility, nor to grow their use of loans funding. nevertheless, many providers see this as a positive opportunity. Yet some providers find that growing loans-funded provision and responding to an increasing loan facility is challenging. the tools in this section will help senior staff identify where their loans-funded growth can come from and how their organisation might need to change to encourage and support their plans. they address issues identified by a wide range of providers as being the most important.

use the tools as ‘pick and mix’ options to suit your particular requirements.

A key question for providers

for those who are new to loans funding:

Why get involved with Loans funding at all?

for those with existing loans-funded provision:

Why grow our Loans-funded offer further?

Answer

loans and direct funding (by the learner and/or the employer) will be the onlY sources of finance for most new adult skills learning, apart from Apprenticeships which will have their own funding system, and the legal entitlement. providers thus face a stark choice: focus on provision at level 2 up to age 19 or adapt their offer mainly to loans-funded provision.

providers must consider these fundamental issues carefully for each new annual business cycle. A majority of providers will want to recover a diminishing Adult education Budget (or, AeB – but previously, ‘Adult skills Budget/AsB’) and are looking to how they can use loans funding to slow or arrest the fall in their income. providers who are successful with loans-funded provision advocate the benefits of team effort, a clear vision and strategy, and whole organisation involvement in the changes required.

1 Establishing an organisational vision, rationale and mindset for LoansSTrATEGYTooL

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driving home the financial message

the graph below shows ‘the big picture’ on planned spending on learning for adults between April 2012 and 2020 by the skills funding Agency. the message is clear: while the AsB funding stream reduces by ‘roughly £1 billion over the 8-year period, up to about £1.2 billion is made available for loans.

Notes:

• The Loans funding stream is demand-led within each year, and therefore any unspent Loans facility cannot be carried forward; so it is in a way a case of ‘use it or lose it’, each year

• We are now past the mid-point of this timeline.

NationalbudgetsgraphforALLsandASB/AEB

£3,000

2012

-13

fY20

13-1

4 fY

2014

-15

fY20

15-1

6 fY

2016

-17

fY20

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8 fY

2018

-19

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0 fY

£2,500

£2,000

£1,500

£1,000

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£0

ASB, 2012-16;AEB, 2016-20

Loans: 2012-20

Combined ASB/AEB and ALLs, 2012-20

AdvAnced leArner loAns – A toolkit for providers / tool 1


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How does your organisation compare?

plot the figures for your own budgets in the empty graph below to see how closely your organisation’s funding stream reflects the national picture.

You may also wish to consider these figures in comparison to the entire income total for your organisation during these time-periods, where possible.

ProjectedSFAfundingstreamforyourorganisation,2012to2020(in£thousands,p.a.)

2012-13 fY 2013-14 fY 2014-15 fY 2015-16 fY 2016-17 fY 2017-18 fY 2018-19 fY 2019-20 fY

ASB/AEB+ Loans ASB/AEB+ Loans only



PAGE 2 OF 5

driving home the financial message

Next steps

Tools that might help us

Your reaction

tick the options which most closely match your reaction, determine your next steps and identify the tools in the toolkit that might help you.

We are aware of the budget implications, have made a start, and want to explore loans-funded growth.

We face an urgent financial deficit now and need to act immediately to deal with it.

We will face a significant financial deficit within a year, so we need to be growing our loans-funded provision.

As of 2016, we have faced difficulties – so we aim to be moving into, and/or growing, loans-funded provision for the future.

We understand the financial implications but are exploring other non-loans-funded provision.

other reaction



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There’s more to Loans funding than just finance

While balancing the budget may be the most compelling and urgent factor to address, there are a range of other factors to consider. use the matrix below to rate these factors as they apply to your context.

Factor Notes

A

B

C

D

E

ImpactHighMedLow

Your position as a provider in your local training and education market will be improved through an effective loans-funded element of provision, especially compared to that of competitors.

loans-funded provision will extend the breadth and depth of your offer alongside corresponding enhancements in areas such as improving partnerships, and employer/industry links etc.

Your organisational profile amongst a range of stakeholders will be raised and improved, as well as some aspects of your reputation.

Working with loans will boost your organisation’s ability to respond to change and circumstance, which in turn affects wider sustainability.

loan-funded learners may be more committed to their learning, and thus to the organisation they learn through, leading to improved retention and achievement, and increased internal progression.



PAGE 5 OF 5

There’s more to Loans funding than just finance (continued)

Factor Notes

I

J

ImpactHighMedLow

income from loans-funded learning may contribute to other whole-organisation investment.

extension of loans eligibility to the 19-23s can help raise your profile and broaden your markets in that age-range (remember that some successful providers have had 19-23s asking why they couldn’t have loans, before the policy change for 2016/17-on).


F

G

H

loan-funded learners may be more engaged and collaborative in the day-to-day processes of teaching, learning and assessment, so driving an improved level of customer service and, in the long term, leading to improved retention and achievement and increased internal progression.

extension to levels 5 and 6 potentially allows a broader range of offer, enhanced markets with learners, increased income, and prospects for new and exciting partnerships with He and employers.

some provision that might otherwise be dropped may be more financially viable and secure through the recruitment of loan-funded learners.

start using this tool by giving a first, broad and instinctive rating (on a scale of 1-5) of your organisation’s collective general knowledge and understanding of Advanced learner loans, at this point.

Note: You may wish to return to this particular activity later, to gauge progress and confidence, after using this toolkit.

Implications of change – actions for your organisation

since loans went ‘live’ in April 2013 (for courses starting after August of that year), there have been a few changes to policy and processes. if you’ve been an active provider of loans-funded provision to date, you should note these changes and ensure your strategies and systems are up-to-date regarding them. use this checklist to help you do that.

2 Loans, several years on – key policy changes and operational lessonsSTrATEGYTooL

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/5 Factor(click the hyperlinks to find out more)

Actionrequired

A

B

C

D

E

F

the current loans funding rules for 2016-17

the qualifications designated for advanced learner loans

and the latest qualifications catalogue

updated form for requesting change related to your loan facility and/or loans bursary

provider support pack explaining: loans policy provider, operational delivery requirements, learner support, data and systems

the latest information and support materials from the student loan company in the learning provider portal

He course loan write-off policy for successful Access learners

https://www.gov.uk/government/publications/advanced-learner-loans-funding-ruleshttps://www.gov.uk/government/publications/advanced-learner-loans-funding-ruleshttps://www.gov.uk/government/publications/designating-qualifications-for-advanced-learner-loanshttps://www.gov.uk/government/publications/designating-qualifications-for-advanced-learner-loanshttps://www.gov.uk/government/publications/advanced-learner-loans-qualifications-cataloguehttps://www.gov.uk/government/publications/advanced-learner-loans-qualifications-cataloguehttps://www.gov.uk/government/publications/24-advanced-learning-loans-facility-adjustment-request-formhttps://www.gov.uk/government/publications/24-advanced-learning-loans-facility-adjustment-request-formhttps://www.gov.uk/government/publications/24-advanced-learning-loans-facility-adjustment-request-formhttps://www.gov.uk/government/publications/advanced-learning-loans-provider-support-packhttps://www.gov.uk/government/publications/advanced-learning-loans-provider-support-packhttps://www.gov.uk/government/publications/advanced-learning-loans-provider-support-packhttps://www.gov.uk/government/publications/advanced-learning-loans-provider-support-packhttps://www.gov.uk/government/publications/advanced-learning-loans-provider-support-packhttp://lpservices.slc.co.uk/http://lpservices.slc.co.uk/http://lpservices.slc.co.uk/http://lpservices.slc.co.uk/http://www.studentloanrepayment.co.uk/portal/page?_pageid=93,7533256&_dad=portal&_schema=PORTALhttp://www.studentloanrepayment.co.uk/portal/page?_pageid=93,7533256&_dad=portal&_schema=PORTALhttp://www.studentloanrepayment.co.uk/portal/page?_pageid=93,7533256&_dad=portal&_schema=PORTAL

2 Loans, several years on – key policy changes and operational lessonsSTrATEGYTooL

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some important practical lessons have emerged from provider practice since the first experience of implementing loans in the 2013-14 academic year. such points will appear elsewhere in this toolkit, but some of the headlines are as follows.

A the loans budget is expected to expand significantly in coming years as the grant-funding streams shrink, and this offers opportunities to both providers and learners.

B While some providers have not used some or even all of their loan facility allocation, others have requested and received substantial increases in their loan facility. Although there can be in-year changes of this kind, providers cannot carry forward their loan facility to the following year.

C A significant majority of loans have so far gone to learners aged 24-39. of these, many have been used for Access courses and level 3 diplomas.

d there has been significant take up of loans in sectors encompassing health, public services and care, business, administration and law, education and training, and retail and commercial enterprise.

E the most popular learning aims for loans-funded learning are associated with supporting learning and learners (including children and Young people services), accounting, adult health and care, hairdressing and electrical installation.

f learner ages, course types/topics, learning aims and sectors where loans are used are very varied and, in some cases, imaginative and surprising.

G detailed, strategic, business planning (risk-management, market analysis, and staff briefing and training) is integral to providers’ success in implementing loans.

H Messages around repayment thresholds, affordability and no up-front payment being required are good ways to counter anxieties over debt.

I Although dedicated iAG attention on loans is helpful, marketing particular courses first, and their loans-funding eligibility second, appears to be most effective.

L the most frequent routes by which learners get their information on loans are through through providers (especially their websites), word-of-mouth (from family and friends), and the Gov.uk website.

K it is important to provide dedicated ‘live’ iAG support for potential learners and loans applicants at peak enrolment periods, as well as facilities to apply online.

L providers have found the support from the skills funding Agency (sfA) and the slc very useful. the online loan application system appears to be reliable and quick and in general the systems for administering applications and payments are running smoothly.

Your top three ‘headlines’

note the broad implications of the three headlines that appear to be the most relevant for your organisation.

No.Headline(letter) Implications

1

2

3

3 Planning for Loans implementationSTrATEGYTooL

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if you are new to loans funding, use this initial action checklist to help you build your loans implementation plan.

Leadershipandmanagement Action Actiondate

Reviewdate

Status

A

B

C

D

E

F

G

H

Brief management team on loans policy and implications.

identify a Loans lead.

Establish a Loans steering group and timetable regular meeting slots.

consider loans-related performance and impact indicators and how they affect implementation plans.

carry out a risk analysis on loans funding for your provision, systems and services.

review and update all policies and procedures to incorporate loans funding and fee-paying.

create and implement a loans communication plan to reach delivery partners, staff, learners and employers.

Train/brief your curriculum and iAG staff.

Double click the paperclip icon for the Word version of this tool

If you are new to Loans funding, use this initial action checklist to help you build your Loans implementation plan.

Top of Form

Leadership and management

Status

Action

Actiondate

Reviewdate

ABrief management team on Loans policy and implications.

BIdentify a Loans lead.

CEstablish a Loans steering group and timetable regular meeting slots.

DConsider Loans-related performance and impact indicators and how they affect implementation plans.and implications.

ECarry out a risk analysis on Loans funding for your provision, systems and services.

FReview and update all policies and procedures to incorporate Loans funding and fee-paying.

GCreate and implement a Loans communication plan to reach delivery partners, staff, learners and employers.

HTrain/brief team your curriculum and IAG staff.

Finance

Status

Action

Actiondate

Reviewdate

ADevelop a financial model of the potential impact of Loans funding on existing provision, cohort profiles and funding flow.

BEstablish a fee-setting strategy for every level 3,4,5 and 6 course offered that is eligible.

CDetermine the in-year distribution of your allocated Loan facility and Loans bursary and confirm sufficiency for the expected numbers of loan-funded learners across the academic year. regular meeting slots.

DCreate a Loans bursary policy and supporting documentation in line with your existing learner support policy.

Curriculum

Status

Action

Actiondate

Reviewdate

AConsider a revised curriculum offer to optimise Loans provision performance based on your financial modelling exercise.

BAdvertised Loans-funded provision on the National Careers Service directory and activate the loans flag.

MIS

Status

Action

Actiondate

Reviewdate

AEstablish a MIS core user for the Learning Provider Portal and arrange for their training.

BIdentify the data collection and reporting processes needed to maintain funding flow and meet SLC and SFA requirements, ensuring data consistency across systems.

CBuild and test the interface between your MIS systems and the Learning Provider Portal.

Learner-facing systems

Status

Action

Actiondate

Reviewdate

AEstablish IAG processes for learners interested in 19+ learning at levels 3 to 6, including signposting those that require further money advice or careers advice.

BAdd Loans IAG to your prospectus, course literature and website.

CProduce learner-facing (and employer-facing) information sheets for information points and events – test with target audience.

Learner-facing systems (continued)

Status

Action

Actiondate

Reviewdate

DCreate your in-house Learning and Funding Information Letter (LAFIL) template (based on SFA guidelines). Train staff how to complete it.

EUpdate your admissions/enrolment process for fee-paying and Loan funded applicants. Train staff in the Loans eligibility criteria.

FProduce an enrolment information pack for fee-paying learners.

GEstablish Loan applications monitoring and follow-up procedures.

Other (add your own actions here)

Status

Action

Actiondate

Reviewdate

A

B

C

File AttachmentDouble click to open

Curriculum Action Actiondate

Reviewdate

Status


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Finance Action Actiondate

Reviewdate

Status

A

B

C

D

A

B

develop a financial model of the potential impact of loans funding on existing provision, cohort profiles and funding flow.

establish a fee-setting strategy for every level 3, 4, 5 and 6 course offered that is eligible.

determine the in-year distribution of your allocated Loan facility and Loans bursary and confirm sufficiency for the expected numbers of loan-funded learners across the academic year.

create a Loans bursary policy and supporting documentation in line with your existing learner support policy.

consider a revised curriculum offer to optimise loans provision performance based on your financial modelling exercise.

Advertise loans-funded provision on the National Careers Service directory and activate the loans flag.

Learner-facingsystems Action Actiondate

Reviewdate

Status


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MIS Action Actiondate

Reviewdate

Status

A

B

C

B

C

establish a MIS core user for the learning provider portal and arrange for their training.

identify the data collection and reporting processes needed to maintain funding flow and meet SLC and SfA requirements, ensuring data consistency across systems.

Build and test the interface between your Mis systems and the Learning Provider Portal.

Add loans iAG to your prospectus, course literature and website.

produce learner-facing (and employer-facing) information sheets for information points and events – test with target audience. Also consider discussing your options here with awarding organisations.

A establish IAG processes for learners interested in 19+ learning at levels 3 to 6, including signposting those that require further money advice or careers advice.

http://www.practitioners.slc.co.uk/further-education/resources.aspx

Other(add your own actions here) Action Actiondate

Reviewdate

Status


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Learner-facingsystems(continued) Action Actiondate

Reviewdate

Status

D

E

F

G

B

C

create your in-house Learning and funding Information Letter (LAfIL) template (based on sfA guidelines). train staff how to complete it.

update your admissions/enrolment process for fee-paying and loan-funded applicants. train staff in the Loans eligibility criteria.

produce an enrolment information pack for fee paying learners.

establish Loan applications monitoring and follow-up procedures.

A

https://www.gov.uk/government/publications/24-advanced-learning-loans-funding-information-letter-templateshttps://www.gov.uk/government/publications/24-advanced-learning-loans-funding-information-letter-templates

Perspectives from providers

advanced learner loans – a toolkit for providers / perspectives from providers

The 24+ Advanced Learning Loans scheme has been so popular with Cornwall College students that funding totalling £1.6m was awarded in the first year (over 600 learners). We hold about 2% of the national application figure and, as a result of this success, we have been able to bid for a further £1million funding from the SFA.

Loans have proved most popular with Access to Higher Education learners, where we saw an increase in applications of 20% in 2013, some of which was down to the financial benefits of the Loans (Cornwall College’s Loans allocation has since grown to £3.9 in 2014/15).

The bedrock of this successful implementation started with a college-wide task-and-finish group convened with representatives from all aspects of the organisation, finance, admissions, student services, advice and guidance, marketing and senior organisational managers, who worked together initially on a concise internal communications strategy and, later, externally communicating the benefits and processes to potential learners.

All key customer-facing staff teams attended a road show to learn about Loans and what their level of involvement was. We designated two staff members per campus as ‘experts’ and produced a handy pocket-sized key facts guide and FAQs document for everyone else.

THE CORNWALL COLLEGE GROUP

We feel that now we are more familiar with the process. We have learnt lessons on implementation and will also benefit from having the right infrastructure in place. We now offer information and advice to level 2 learners earlier in the academic year and we believe this will have benefits in increasing our recruitment.

REDBRIDGE INSTITUTE OF ADULT EDUCATION

“ “

“

“

4 Planning for Loans-funded growthSTrATEGYTooL

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if you are looking to grow your existing loans-funded provision, use this checklist to help you review last year’s performance and identify areas for improvement.

Leadershipandmanagement Action Actiondate

Reviewdate

Status

A

B

C

D

E

Brief management team on last year’s performance of loans-funded provision and implementation issues.

collect and review loans-related performance and impact indicators and identify where action is needed.

review last year’s risk analysis to re-assess risks, identify new areas of concern and identify where mitigation is needed.

As appropriate, review and prepare to end loans implementation with your sub-contracting partners (remembering that all such sub-contracted provision must be concluded by summer 2017).

run a training needs analysis to review loans knowledge and skills amongst your curriculum and iAG staff.


If you are looking to grow your existing Loans-funded provision, use this checklist to help you review last year’s performance and identify areas for improvement.

Top of Form

Leadership and management

Status

Action

Actiondate

Reviewdate

ABrief management team on last year’s performance of Loans-funded provision and implementation issues.

BCollect and review Loans-related performance and impact indicators and identify where action is needed.

CReview last year’s risk analysis to re-assess risks, identify new areas of concern and identify where mitigation is needed.

DAs appropriate, review and prepare to end Loans implementation with your sub-contracting partners (remembering that all such sub-contracted provision must be concluded by summer 2017).

ERun a training needs analysis to review Loans knowledge and skills amongst your curriculum and IAG staff.

Finance

Status

Action

Actiondate

Reviewdate

ADevelop a financial analysis to understand the impact of Loans funding on last year’s provision, cohort profiles and funding flow.

BReview your fee-setting strategy for every level 3,4,5 and 6 course offered that is eligible for Loans funding

CReview your strategy for in-year distribution of your allocated Loan facility and Loans bursary (across your own and sub-contracting partner organisations – with a view to endingsub-contracted provision by summer 2017).

regular meeting slots.

Curriculum

Status

Action

Actiondate

Reviewdate

AReview your existing curriculum offer and look at ways to grow your Loans-funded provision based on your financial review, and on learner and employer needs and feedback.

MIS

Status

Action

Actiondate

Reviewdate

AReview the performance of your MIS systems and interface in meeting SLC data and reporting requirements through the Learning Provider Portal and in maintaining funding flow.

MIS (continued)

Status

Action

Actiondate

Reviewdate

BReview the consistency of your reporting to the SLC and to the Skills Funding Agency through the ILR.

Learner-facing systems

Status

Action

Actiondate

Reviewdate

AUse feedback from staff and learners to review your IAG processes for learners interested in 24+ learning at Levels 3 and 4 including signposting for those that require further money or careers advice.

BReview where Loan information appears in your prospectus, course literature and your website and test with focus groups whether it is sufficient and easily accessible.

Other (add your own actions here)

Status

Action

Actiondate

Reviewdate

A

B

C


Curriculum

MIS

Action

Action

Actiondate

Actiondate

Reviewdate

Reviewdate

Status

Status


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Finance Action Actiondate

Reviewdate

Status

A

B

C

A

A

B

perform a financial analysis to understand the impact of loans funding on last year’s provision, cohort profiles and funding flow.

review your fee-setting strategy for every level 3, 4, 5 and 6 course offered that is eligible for loans funding.

review your strategy for in-year distribution of your allocated Loan facility and Loans bursary (across your own and sub-contracting partner organisations – with a view to ending sub-contracted provision by summer 2017).

review your existing curriculum offer and look at ways to grow your Loans-funded provision based on your financial review, and on learner and employer needs and feedback.

review the performance of your MIS systems and interface in meeting slc data and reporting requirements through the learning provider portal and in maintaining funding flow.

review the consistency of your reporting to the slc and to the skills funding Agency through the ilr.

Other(add your own actions here) Action Actiondate

Reviewdate

Status


PAGE 3 OF 3


Learner-facingsystems Action Actiondate

Reviewdate

Status

A

B

A

B

C

use feedback from staff and learners to review your IAG processes for learners interested in learning at levels 3 to 6, from age 19, including signposting for those that require further money or careers advice.

review where Loan information appears in your prospectus, course literature and your website and test with focus groups whether it is sufficient and easily accessible.

A significant proportion of our provision is at level 3. Within these programmes, our improving progression rates for learners into employment coupled with focused promotion/marketing of this provision is expected to generate further and sustained recruitment in this area.

CITY ANd ISLINGToN CoLLEGE

Once we started promoting non-apprenticeship programmes it became evident that many people are willing to use a Loan as a means of accessing the training they need. We are therefore more actively promoting Loans and receiving a steady flow of applicants, which we expect to increase over the coming 12 months.

GHQ TrAINING LTd

“ ““ “

High Med Low High Med Low

5 Driver and barriers to growing Loans-funded provisionSTRATEGYTOOL

PAGE 1 OF 1

advanced learner loans – a toolkit for providers / tool 5

Growth in Loans-funded provisionDriving forces Resisting forces

Impartial learner information Learners worried about taking on debt

Targeted learner marketing

Lack of awareness of Loans amongst learners

Responding to local labour market demand

Religious reasons

Opportunity to target new markets and income Restrictions on range of eligible courses

Enhanced progression possibilities from level 2Low take-up in some curriculum areas

Access to HE course incentiveVAT

Demand for learning from the self-employed

Lack of employer’s support

Maintain total adult budget (Loans and AEB)

Lack of support for providers

Delays in Loans approvals

these drivers and barriers to growth were identified by loans-funded providers.

the size of the arrows indicates the relative importance of each force to these providers.

rate the extent to which these forces impact on your own strategies and plans using the circles at the tail of each arrow:

H – High priority for us M – Medium L – Low priority or not relevant to us

cross-reference your priorities with your loans implementation planning.

Issue Quantitativeindicators Qualitativeindicators

Marketing and IAG volume, type and channel of enquiries for loans-funded courses (MI)

Awareness of, and attitudes towards, loans amongst current (MI, survey)

feedback from learners on accessibility, accuracy, impartiality, quality of iAG and debt issues (survey, focus groups)

review accuracy and positioning of loans within prospectus, websites, course promotion materials (external review, focus groups)

Across differently funded learner groups (self-funded, employer-funded, and loan-funded), for the level of retention, completion and complaints

comparison to previous years for similar provision and to current grant-funded provision

review of the extent to which the introduction of loans has influenced any significant development in curriculum range, teaching, assessment, learner experience

feedback from learners (survey, focus groups)

conversion rates from enquiries to loan applications

conversion rates from loan applications to loan-funded starts (MI)

percentage of loan-funded learners versus others (grant-funded, self-funded, employer-funded) for level 3 to 6 courses (Finance, MI)

level 2 courses for which there is level 3 progression, plus similar patterns for level 3 to 4, level 4 to 5, and level 5 to 6 (course data)

significant changes in course retention, completion and complaints since the start of recruitment of loan-funded learners (MI)

comparison of course take-up and demand forecasts (cohort size, labour market information) with financial projections (Finance, MI)

Application and starts

Curriculum offer and delivery

Programme and course viability

Provision meets the needs and expectations of all fee-paying learners, including Loans-funded ones

6 Performance and impact indicatorsSTrATEGYTooL

PAGE 1 OF 2


there is a range of data that you can collect and analyse to help you evaluate the impact of loans implementation on your provision and the learner experience, and to inform your future fee-setting strategies and budget modelling. tick the indicators that will be useful or are applicable to you.

Issue Quantitativeindicators Qualitativeindicators

Provision outcomes

Adequacy/management of your Loan facility

significant changes in course outcomes since the start of recruitment of loan-funded learners (MI)

feedback from learners (survey, focus groups)

feedback from learners on equality and diversity issues (survey, focus groups)

two-way review of the loans strategy and operational implementation by senior managers of lead provider and sub-contractors

feedback from staff on their levels of understanding and confidence regarding fee-paying and loans and the impact on their role (e.g., surveys, tnAs, and appraisals)

overall performance of learner support financed from the loans bursary fund (MI)

significant changes (by course) in learner profiles (e.g. gender, age, ethnicity, health) since the start of recruitment of loan-funded learners (MI)

performance of sub-contracting partners against their contract and targets including the loans facility, bursary fund and a sub-set of these indicators

number and value of lost, delayed, or overpaid funding due to inaccurate or untimely entry of learner data (starts, attendance, withdrawals, changes of circumstance) into the learning provider portal (systems reports)

overall performance against loans facility budget (MI) review by senior managers of the loans strategy and operational implementation

volume and value of payments and defaulted payments from learners

volume and value of learner fees not paid prior to completion by course and duration of course (MI)

Adequacy/management of your Loan bursary

Wider learner participation

Sub-contracted provision

fee payments and debt collection systems

Staff training needs

Internal systems and their interface with external SLC/SfA systems

6 Performance and impact indicatorsSTrATEGYTooL

PAGE 2 OF 2


use this tool to help you identify and assess the factors that may jeopardise the success of your loans-funded provision and suggests preventive measures to reduce the probability of these factors occurring and/or minimise their impact on your performance.

Potentialrisk

Actions

Actions

Actions

Possiblemitigation

• High-quality staff training to ensure staff:

o have an appropriate level of knowledge about loans for their job role o are prepared to handle common questions and issues o know the limits of the advice they can give with regards to fee-paying options

• temporary staff are trained so that they are able to pass on the key messages.

• A fully-trained permanent member of staff is always on hand to provide additional advice and support.

• High-quality marketing and initial iAG explains the benefits of learning/training at level 3 and 4 and all options for financing learning or training.

• iAG is available through a variety of media and communication routes including familiar, trusted channels such as tutors and workplace trainers/assessors.

• iAG sessions allow sufficient time to address learner concerns regarding fee payment.

• learners are referred to agencies such as the Money Advice service for independent money advice and the national careers service for careers advice.

• learners are given impartial advice on the best training/learning options for their career aspirations.

A

B

C

D

temporary staff hired to support recruitment/enrolment during busy periods give incorrect advice to fee-paying learners.

learners are put off enrolling (or even enquiring) because they:o have to pay course fees o don’t understand how a loan can help them o don’t want to get into debt.

learners make programme decisions based on the programme fee or the payment option rather than the best programme for their learning or training needs.

Risklevel

Risklevel

Risklevel

HighMedLow

HighMedLow

HighMedLow

staff lack knowledge around fee paying and loans and/or confidence about the type of advice they may give to learners regarding financing their learning.

7 risk factors attached to fee-paying and Loans fundingSTrATEGYTooL

PAGE 1 OF 6


Potentialrisk

Actions

Actions

Actions

Actions

Possiblemitigation

• learner-facing (and employer-facing) literature highlights our performance in areas such as success rates, the views of learners and employers, and learner destinations.

• information on us and our competitors available on the “fE choices: performance indicators” and “National Careers Service” websites and ofsted’s Learner view website is monitored and feeds into our improvement strategy.

• responsibility for justifying the different funding arrangements for people aged under 19 and most of those aged 19 and over lies with the Government and not individual providers. the loan policy does not contravene the equalities Act 2010, if it can be objectively justified by Government. Alternative funding streams are available to learners under age 19, and some over 19.

• clear, written information on the fee amount, various options for financing their learning (of which a loan is just one), how and when fees can be paid, and fee obligations (payment commitment and in-house liabilities) is provided as part of the information pack given to every potential learner. issue slc repayment factsheet.

• every learner receives a learning and funding information letter (lAfil) that follows agency templates and guidance.

• frontline and iAG staff are trained to complete the lAfil fully and accurately.

E

F

G

H

fee-paying learners are comparing the quality of different providers and programmes and subsequently going elsewhere.

learners and/or employers complain that loans funding is age discrimination when younger learners can be grant-funded to access the same course.

fee-paying learners do not understand their payment commitments.

the learner lacks key information for completing their loans application form for a particular course offer.

Risklevel

Risklevel

Risklevel

Risklevel

HighMedLow

HighMedLow

HighMedLow

HighMedLow


PAGE 2 OF 6


https://www.gov.uk/government/statistical-data-sets/fe-choices-performance-indicatorshttps://nationalcareersservice.direct.gov.uk/advice/courses/Pages/default.aspxhttps://learnerview.ofsted.gov.uk/

Potentialrisk

Actions

Actions

Actions

Possiblemitigation

• in-house online facilities are available for loans applicants.

• frontline and iAG staff review learner eligibility and check document requirements with each learner prior to application and are able support learners with their application where needed.

• there is a follow-up mechanism in place for all learners who receive a lAfil to ensure that they do not have any difficulties.

• Additional resources (staff, space, online facilities etc.) are made available during enrolment periods.

• time allocated to iAG appointments is extended when the potential learner is aged 19+ (or approaching that age).

• the learning provider portal is monitored for reports of loan applications.

• learners who apply for a loan are specifically asked to tick the ‘share’ option on their application so that we can see where the application is in danger of being rejected.

• follow-up strategies are in place to contact learners who do not enrol or start their programme as expected.

• ensure you issue the learning and funding information letter as per sfA guidance as this has been written to align with the application process / support the learner application online.

I

J

K

the learner has difficulty accessing or completing the online loans application form.

enrolment processes are taking too long as the number of adult learners needing iAG around fee-paying, and the time spent per such learner, has increased significantly.

potential fee-paying and loan-funded learners do not complete enrolment and/or do not start their programme.

Risklevel

Risklevel

Risklevel

HighMedLow

HighMedLow

HighMedLow


PAGE 3 OF 6


Potentialrisk

Actions

Actions

Actions

Possiblemitigation

• learners are provided with information on the typical slc timeframe for application processing.

• learners who apply for a loan are specifically asked to tick the ‘share’ option on their application so that we can see when an application is in danger of being rejected.

• there is a hotline contact point for learners worried about any aspect of enrolment.

• learners can complete enrolment and start their programme for a predefined period before their loan is approved.

• distribution of the loans facility across the provision is carefully planned. uptake is closely monitored and managed.

• Where uptake threatens to outstrip the facility, contact is made with the skills funding Agency to see whether it can be extended. no learner should be turned away.

• staff are trained to understand, and adhere to, the limits of advice that they can give with regard to any type of fee-paying. they are trained to inform learners of this limit at the point of iAG and to signpost the Money Advice service for independent money advice.

• the complaints procedure provides a quick and effective response to any issues about iAG and learners are told how to access this.

L

M

N

learners who have applied for a loan feel ‘in limbo’ waiting for the loan application to be processed, not knowing whether they have been accepted onto the programme.

learners are unable to take out a loan due to us having exceeded their loans facility.

fee-paying learners complain of mis-selling of loans or other funding options.

Risklevel

Risklevel

Risklevel

HighMedLow

HighMedLow

HighMedLow


PAGE 4 OF 6


Potential risk

Actions

Actions

Actions

Possible mitigation

• The Loans bursary fund and the criteria by which it is allocated are carefully managed so that funds are available across the year for all Loans-funded learners who might require it.

• Where uptake threatens to outstrip the bursary fund, providers can apply for an increase by completing an Advanced Learner Loans and bursary change request form.

• The induction period is used to agree realistic expectations of their programme with all learners (and their employers, where applicable) whether fee-paying or not.

• The complaints procedure provides a quick and effective response to any issues about provision and learners know how to access this.

• Learner voice feedback is used to inform and improve provision.

• Attendance is monitored. Early intervention techniques are used with learners to minimise retention issues and remind them of wasted funding and opportunity.

• Learner voice systems provide opportunities for learners to express concerns with programme quality and these are followed up on immediately and effectively.

• Tutors and trainers are trained to notice report and respond to suspicions of learner dissatisfaction and/or reduced commitment.

• Employers are encouraged to support work-based learners and to flag concerns.

O

P

Q

Loan-funded learners are not able to access support via the Loans bursary fund.

Significant numbers of fee-paying learners are dissatisfied with their programme.

Loan-funded learners leave their programme early without completing, resulting in:

o cessation of SLC funding payments o the learners potentially wasting one of their four Loan opportunities o the learners liable for repayment of the portion of the Loan taken out but with no learning gain.

Risk level

Risk level

Risk level

High Med Low

High Med Low

High Med Low

7 Risk factors attached to fee-paying and Loans fundingSTRATEGYTOOL

PAGE 5 OF 6

AdvAnCEd LEArnEr LoAnS – A TooLkiT for providErS / TooL 7

https://www.gov.uk/government/publications/24-advanced-learning-loans-facility-adjustment-request-form

Potentialrisk

Actions

Actions

Possiblemitigation

• learners are clearly advised of their liability for unpaid fees before enrolling.

• learners are only allowed to attend a course up to the initial liability point (2 weeks) with unpaid fee outstanding.

• learners are invoiced for the unpaid fees and we have robust debt collection systems in place to chase the payment (not viable for many providers).

• information system interfaces with the learning provider portal and associated loans data collection processes are fully tested in readiness for first loans applications to ensure they meet the slc data requirements (applicable to a new provider.)

• roles and responsibilities regarding loans data are fully understood, such as:

o the notification of learner attendance (to initiate and maintain funding payments) o learner changes of circumstances (such as early leaving, change of programme, etc.) particularly where these affect the learner’s liability for loan repayments.

Note: when a provider notifies the SLC of a change of circumstance that affects a learner’s Loan, the SLC will notify the learner.

R

S

learners who claim to be loans-funded wholly or partially complete courses without completing the loan application or who are rejected for a loan resulting in a loss of any funding for these learners.

internal data collection and reporting systems fail to meet the data requirements/schedule of the slc with consequent implications for funding cycles and/or learners.

Risklevel

Risklevel

HighMedLow

HighMedLow


PAGE 6 OF 6


8 Growing Loans-funded provisionSTrATEGYTooL

PAGE 1 OF 5


this tool will help you map and forecast potential growth of your loans-funded provision, and so clarify related business and operational decisions. the tool consists of an overview diagram of the process and a checklist to work through that will help you create a growth forecast and assess your organisation’s readiness for achieving it.

WithrelevancetoLoans-funding,assessthefollowingforyourorganisation

Curriculumplanningdecidewhereandhow,togrowandbyhowmuch

MobiliseforLoans-fundedgrowth

use the following pages to complete an assessment of where loans growth will come from by analysing each of the key areas shown above.

Gear marketing towards growth areas (see Marketing to potential loan-funded learners)

Assess delivery resources to ensure sufficiency for planned growth.

How is your curriculum offer changing? What impact is loans funding having? is it affecting the ethos or culture of your organisation?

is your organisation ready for the planned loans-funded growth? do you have the capacity to deliver? Are your systems robust enough? Have you identified and assessed the risks?

role and mission

potential learner demographics

labour market demand

Marketing

competition

delivery resources

progression possibilities

last year’s performance

Where could loans-funded

growth come from – which course

areas and in what volumes?

identify where your non-loans- funded (AeB or

fee-paying) curriculum offer

will change

determine your

implementation plan

Growth

current loans-funded

curriculum offer

Potentiallearnerdemographics GrowthforecastCurrentStatus

Labourmarketdemand GrowthforecastCurrentStatus

use this checklist to help you determine your plans for the growth of loans-funded provision. for each question, use the traffic light system to give a broad indication of what your assessment tells you. then use the last column to quantify to a rough degree the potential impact on learner starts and/or include other impacts of your assessment.

Roleandmission GrowthforecastCurrentStatus

A

B

consider how far your organisation’s current mission and strategic direction of travel encompasses 19+ learners and levels 3 to 6. does that need to change?

consider how far your current mission and strategic direction focuses on particular sectors/industries, or particular community factors and priorities (e.g., Access, age/faith related) where loans funding may be particularly relevant. does that need to change?

A

B

A

B

do local population demographics indicate learner groups who might be interested in loans-funded provision at level 3 to 6 (e.g. cohorts of young adults reaching age 19, workers reaching retirement age)?

Are there population movements associated with housing developments, immigration or inward investment?

identify current and forecasted skills gaps or shortages in specific occupations or sectors at level 3 to 6: what are local employers saying about skills needs at level 3 to 6?

Are you aware of any changes in legal requirements for specific occupations related to qualifications at level 3 to 6, jobs and pay?



PAGE 2 OF 5


Use this checklist to help you determine your plans for the growth of Loans-funded provision. For each question, use the traffic light system to give a broad indication of what your assessment tells you. Then use the last column to quantify to a rough degree the potential impact on learner starts and/or include other impacts of your assessment.

Role and mission

Current status

Growth forecast

AConsider how far your organisation’s current mission and strategic direction of travel encompasses 19+ learners and levels 3 to 6. Does that need to change?

BConsider how far your current mission and strategic direction focuses on particular sectors/industries, or particular community factors and priorities (e.g., Access, age/faith related) where Loans funding may be particularly relevant. Does that need to change?

Potential learner demographics

Current status

Growth forecast

ADo local population demographics indicate learner groups who might be interested in Loans-funded provision at level 3 to 6 (e.g. cohorts of young adults reaching age 19, workers reaching retirement age)?

BAre there population movements associated with housing developments, immigration or inward investment?

Labour market demand

Current status

Growth forecast

AIdentify current and forecasted skills gaps or shortages in specific occupations or sectors .at level 3 to 6: what are local employers saying about skills needs at level 3 to 6?

BAre you aware of any changes in legal requirements for specific occupations related to qualifications at level 3 to 6, jobs and pay?

Competition

Current status

Growth forecast

ADoes competition from other providers suggest restrictions on any further growth of your existing Loans-funded provision (e.g. price, quality, accessibility)?

BAre there competition pressures from other providers which may suggest restrictions on possible growth into new areas of Loans provision?

CConsider the nature and weighting of any risks and benefits involved in strategic decisions that emerge from the two analyses of potential competition, above? Does anything need to change?

Progression possibilities

Current status

Growth forecast

AWhat new potential is there amongst any current 16-19 year olds doing Level 2 courses for potential growth in Loans-funded provision at Level 3 from 19+?’

BWhat does your current provision at level 3 for 16-19 year olds suggest for potential growth at levels 4, 5 and 6 for learners aged 19+?

CWhat does your current provision suggest for potential ‘lateral progression’ across allied fields that would still be eligible for Loans funding?

Last year’s Loan performance (by course type)(consider Loans starts, on-programme, completions)

Current status

Growth forecast

A level

Certificate – level 3

Certificate – level 4

Diploma – level 3

Diploma – level 4

Access to HE

Other (specify)

Other (specify)

Other (specify)

Having completed your assessment of the potential for Loans growth, senior manages will need to make decisions about whether the organisation could/should target the growth in particular areas as part of the curriculum, business and marketing plan and with due regard to the risks involved.

Loans growth: summary assessment

From which course areas do we expect Loans growth to come, and in what volumes?

Growth assessment and recommendations to SMT


Progressionpossibilities GrowthforecastCurrentStatus

Competition GrowthforecastCurrentStatus

A

B

does competition from other providers suggest restrictions on any further growth of your existing loans-funded provision (e.g. price, quality, accessibility)?

Are there competition pressures from other providers which may suggest restrictions on possible growth into new areas of loans provision?

C

A

B

C

consider the nature and weighting of any risks and benefits involved in strategic decisions that emerge from the two analyses of potential competition, above? does anything need to change?

What new potential is there amongst any current 16-19 year olds doing level 2 courses for potential growth in loans-funded provision at level 3 from 19+?’

What does your current provision at level 3 for 16-19 year olds suggest for potential growth at levels 4, 5 and 6 for learners aged 19+?

What does your current provision suggest for potential ‘lateral progression’ across allied fields that would still be eligible for loans funding?


PAGE 3 OF 5


Lastyear’sLoanperformance(bycoursetype)(consider Loans starts, on-programme, completions)

GrowthforecastCurrentStatus

A level

Certificate - level 3

Certificate - level 4

other (specify)

other (specify)

other (specify)

Access to HE

diploma - level 4

diploma - level 3


PAGE 4 OF 5


FromwhichcourseareasdoweexpectLoansgrowthtocome,andinwhatvolumes?

GrowthassessmentandrecommendationstoSMT


PAGE 5 OF 5


Having completed your assessment of the potential for loans growth, senior managers will need to make decisions about whether the organisation could/should target the growth in particular areas as part of the curriculum, business and marketing plan and with due regard to the risks involved.

Loans growth: summary assessment

Perspectives from providers

AdvAnced leArner loAns – A toolkit for providers / perspectives froM providers

As a financial services training provider, we were interested in Loans funding from the outset. We asked ourselves several key questions – ‘What characteristics would someone taking a Loan out have?’, ‘What would someone take a Loan out for?’, ‘What products do we already offer that suit these different dynamics?’ For us, likely Loans candidates were those who wanted a technical qualification to progress or change their career but who could not afford to pay for it – we confirmed this by surveying existing students.

Operational teams developed what our offer would look like, monitored by the funding team who checked that proposals were meeting funding rules at all points. Our marketing team researched pricing, market potential and what our competitors were doing. We were able to price some of our learning packages at higher than the Loan tariff and we have also developed our first distance-learning product.

The key to our development was not moving away from what we already offer, but enhancing that provision using Advanced Learning Loans as leverage. We are confident that we can expand our provision by developing further products in the same vein as those we currently offer.

KAPLAN fINANCIAL SErvICES

To increase enrolments, we have re-focussed our Access programme (mainly in light of the new GCSE maths and English requirements). We’ve also thought about how we can better “sell” Loans to learners on our vocational courses.

MorLEY CoLLEGE

Loans have supported local and business growth. There is a great shortfall of drivers within the transport sector and the Loan opportunity is a huge advantage to increase skills and offer transport opportunities that perhaps could not have been achieved in other ways.

MAINSTrEAM TrAINING

Loans provide a source of funding for learners who are self-employed and who would have previously been unable to access funding for a level 3 programme as they would not qualify for an apprenticeship.

INTUITIoN TrAINING

“

“

“

“

“

“

“

“


Introduction

predictions of labour market demand over the next 20 years foresee:

• significant overall growth in the demand for technically-qualified workers • growth in higher-skilled occupations to sustain the growth ambitions of successful and emerging industries • and that those already in work will need to up-skill to replace an ageing workforce in many higher-level occupations

the introduction of Advanced learner loans at level 5 and 6 represents a significant opportunity for learners and further education providers of all types to contribute significantly to meeting those demands. it will be important for them both to understand clearly the breadth and diversity of technical and professional provision if loans for qualifications at level 5 and level 6 are to be successful.

there are around 6 million employees with a level 3 qualification who do not progress to higher levels. the institute of employment studies suggests they would like to, if the provision was flexible and accessible. in addition, almost half of all graduates are working in non-graduate jobs.

the loans-funded learner as customer and purchaser, could help meet these ambitions for progression, whilst establishing new demand for professional standards, competence and capability (outside of an apprenticeship) being linked to licensing or admission to qualified levels of occupational membership.

learners who potentially might fund their higher-level learning through loans will want to know:

• how they will gain the skills, knowledge, professional values and behaviours required for the particular occupation or job-role they aspire to • how they will acquire transferable skills to support their long-term career aspirations • how they would gain potential professional body recognition (where appropriate) and the benefits membership give them • the opportunities for progression to more higher education, employment opportunities and career pathways and their initial, medium and long-term salary returns

As this new route to higher-level qualification develops over the coming years, loans can provide more learners with opportunities to pursue an extended range of technical and professional courses and significantly increase access and social mobility. Whilst these transformations will not happen overnight, the opportunity and importance for learners and providers will need preparations and change to begin immediately.

the diagram on the following page offers an architecture for higher-level skills progression.

the pages following provide two tools to support your strategic planning for higher-level provision.

the first is a checklist, providing an agenda for assessment and a basis for planning.

the second is a series of fictitious mini-case studies written from the future from the perspective of a college, a university, an employer and learner. these stories are intended to stimulate your visioning and strategic thinking.

9STrATEGYTooL

PAGE 1 OF 8

Evaluating your organisation s potential to deliver Loans-funded technical and professional education


Higher-level Skills Progression Architecture

9STrATEGYTooL

Strong occupational pathwayWeak qualification pathway / clear access and social mobility pathway

Loans-funded routes to learning at levels 4, 5 and 6 (technical, associate professional, managerial and professional)

occupational and qualification (education) pathways: neither are linear

Lear

ning

fo

r in

dus

try

and

w

ork

Lear

ning

ab

out

ind

ustr

y an

d w

ork

Lear

ning

ab

out

ind

ustr

y an

d w

ork

Lear

ning

fo

r ac

cess

and

so

cial

mo

bili

ty

Lear

ning

fo

r ac

cess

and

so

cial

mo

bili

ty

Strong occupational pathwayStrong qualification pathway

Entry and Progression specified by the profession / occupation / licence to practise

strong interface between education and work with content and skills clearly mapped to demonstrate what learner can know and do

regulated occupations tightly tied to workplace requirements and expectations

confirms ability to practise and / or offers a form of continuous professional development

Entry and Upgrade qualifications for the labour market

links between qualifications and occupations with content preparing learners for a broader field of practice with content and skills more broadly mapped

focus on initial development, underpinning or body of knowledge, education attainment and some work skills

offers a line of sight to work or a range of jobs

Transition to next level of qualification and / or next skill level

loose link between qualification and occupations

looks towards qualification and educational attainment, and skills development for progression

routes can be from a mix of academic, applied, technical or occupational pathways

could be stepping-stone qualifications intended to provide a route to full degrees

Entry for wider access and social mobility to higher education and skills opportunities and / or to contribute to learner’s professional skill levels, community or society more generally

focus on participation, education attainment, aspects of work skills and social inclusion

intended to provide a route to full-degrees

PAGE 2 OF 8

Evaluating your organisation’s potential to deliver Loans-funded technical and professional education

Use this tool to provide a basis for some self-assessment and planning of your potential to deliver higher-level Loans-funded qualifications. Tick the items as you consider them in the list. Make notes on where you are now and any action points to move you forward.

Issues for consideration Reviewed Assessment Action

Provision/Curriculum

A How strong is our existing provision and does it provide a good basis for expansion?

B Does our organisational culture and ethos support a growth around technical and professional education?

C What are our choices or opportunities for a higher level curriculum in our organisation?

D How can our offer at level 5 and 6 be distinctive or complementary to others?

E What pattern of provision could we offer, for example will roll-on / roll-off provision be possible?

F Are we able to deploy local, affordable technical and professional education with a focus on developments for blended, distance and part-time teaching and learning?

G How can we develop short-cycle technical and professional courses or high quality technical pathways?

H How will employer and labour market intelligence inform our offer at higher skills levels?

ADvAnceD LeArner LoAns – A TooLkiT for proviDers / TooL 9

9STRATEGYTOOL

PAGE 3 OF 8


Use this tool to provide as an agenda for an assessment and a basis for planning of your potential to deliver higher-level Loans-funded qualifications. Tick the items as you consider them in the list. Make notes on where you are now and any action points to move you forward.


K How can curriculum planning provide what professions are expecting e.g. professional body requirements, licence to practise or generic aspects of professionalism?

L How can provision at levels 4, 5 and 6 provide clear articulation to a full honours degree, and/or progression into employment?

M could Loans for qualifications be more of an issue for older and part-time learners?

N What is our current and potential capacity to deliver growth in volumes at the higher level?

I What progression to a higher level offer does our level 3 and 4 provision offer?

J Are you able to articulate clear destination and progression routes that allows learners to identify “access in” (which level 3 or 4 course) and “progression out” (where to)?

Learners/Progression


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Use this tool to provide as an agenda for an assessment and a basis for planning of your potential to deliver higher-level Loans-funded qualifications. Tick the items as you consider them in the list. Make notes on where you are now and any action points to move you forward.


Q Does the organisation culture and ethos support a growth in professional technical education?

O What level of investment is needed to change the mix and balance of provision to offer higher-level provision, against the potential level of return though Loans?

P What does it mean to prepare people for delivery at higher levels?

Organisation


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These fictitious mini-case studies written from the perspective of a college, a university, an employer and a learner – in the future. These stories are intended to stimulate your vision and your strategic thinking.

Case Study 1

College / Provider 2020

Why did we go into Loans-funded HE learning?

loans-supported programmes, alongside levy-funded Apprenticeship standards, now, and most likely into the future, represent our main funding for the professional and technical education. not only that, public policy has continued to encourage us to focus on increasing the numbers studying at the higher levels.

our core mission has always been based around work-oriented qualifications at the higher level and so we were ideally placed for a large role in the expansion of non-university provision given our links to employers and our understanding of local skills priorities. We were already a big provider of full-time entrants to undergraduate courses below full first degrees, including foundation degrees and Higher nationals.

What were our first steps?

We were clear from the start that our loans offer was qualifications at levels 4 and 5 with He awards but we knew that not all adult learners would need a 360 credit award (equivalent to a full bachelor’s degree) to be competent in a workplace or reach professional level skills.

Where did we find the learners?

for learners completing level 3 qualifications, progression routes are constantly evolving and we are determined that learners have opportunities to move into some form of higher-level learning and enjoy the benefits.

it was demand from learners that provides the most convincing evidence of benefit to us as a college. the market has segmented and the demand for shorter technical and professional programmes that cost less in time and money and lead not only to a good job but possibly to a full bachelor’s degree has grown significantly. Adults qualifying as high-level technicians and technologists, leaders and managers are proving to be most sought-after by employers.

How was it different from promoting and delivering qualifications at levels 3 and 4?

learners were attracted by our clearly distinctive, practical pathways to achieving higher level qualifications – full-time and part-time, with traditional and non-traditional learning pathways. We even had graduates taking short-duration courses, vocationally, sector- and job-specific, to complement their graduate achievements.

What were the main learning points?

As a provider i feel technical and professional education has been given a voice in the qualification system for the first time and can provide a more long-lasting solution to the delivering of higher level practical skills.

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Case Study 2

HE Provider / Partner 2020

What is the relevance to us as an Awarding Body?

As a university, we are not looking per se to deliver rQf qualifications directly or to come under the external quality regime of ofsted or an Awarding organisation because we award and validate our own higher education programmes. this is unique to all universities.

However, there has been relevance in joint delivery of professional and technical learning with fe and in mapping opportunities to support an effective fe/He interface. We are

Advanced Learner Loans - gov.uk · Advanced Learner Loans. the original toolkits, published during...

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