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E2E/Foundation Learning Workshop Friday 8 January 2010 Presented to: Providers of E2E & Foundation Learning By: LSC Young People’s Learning Division. Welcome. E2E transfer to Local Authorities. 01. E2E Transfer to Local Authorities (1). Apprenticeship, Children, Skills & Learning Act:

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slide1

E2E/Foundation Learning Workshop

Friday 8 January 2010

Presented to: Providers of E2E & Foundation Learning By: LSC Young People’s Learning Division

Welcome

slide2

E2E transfer to

Local Authorities

01

e2e transfer to local authorities 1
E2E Transfer to Local Authorities (1)
  • Apprenticeship, Children, Skills & Learning Act:
      • Local authorities to undertake contract management and payments from 1 April 2010.
      • Existing 16-19 contracts and financial memoranda to be transferred.
      • Non-Independent Private Providers will be transferred to ‘home’ local authority who will act as ‘Lead Commissioner’.
e2e transfer to local authorities 2
E2E Transfer to Local Authorities (2)
  • Independent Private Providers – West Midlands Approach:
      • LSC and 14 local authorities discussed the distribution of providers.
      • Providers will be allocated to a particular local authority who will act as ‘Lead Commissioner’ on behalf of a Sub-Regional Grouping:
      • Majority of providers currently operate in a particular area or existing LSC sub-region.
e2e transfer to local authorities 3
E2E Transfer to Local Authorities (3)
  • Independent Private Providers – West Midlands Approach:
      • For providers who currently operate in more than one sub-region, or across the West Midlands, it means the existing single regional contracting arrangements will come to an end.
      • These providers will be allocated contracts for each existing sub-region where they operate.
terminology 1
Terminology (1)
  • Local authorities’ role as Lead Commissioners:
      • Ensure there is sufficient provision for all who learn in local authority areas.
      • Ensure that there is high quality, relevant provision.
      • Commissioning through provider dialogue:
          • Discussing current performance in terms of volumes, mix and balance of provision and quality.
          • Discussing the contribution institutions can make to 16-19 Commissioning priorities and plans.
      • Applying the funding methodology to allocations.
      • Work in Sub-Regional Groupings to review and moderate commissioning plans.
terminology 2
Terminology (2)
  • Local authorities’ role as Lead Commissioners:
      • Arrangements should not prevent providers from undertaking existing recruitment patterns within a sub-region.
      • Lead Commissioner agreed by looking at:
          • Where the majority of learners recruited are normally resident.
          • Existing delivery sites.
          • Minor adjustments to ensure a spread of responsibilities across all local authorities.
      • Arrangements should continue for the 2010/11 academic year with allocations for the delivery of Foundation Learning.
transfer example 1
Transfer example (1)
  • Therefore:
      • Provider A - currently contracted to deliver in the Birmingham & Solihull LSC area only:
      • 2008/09 Starts:
          • 70 Birmingham Residents.
          • 20 Solihull Residents.
          • 2 Sandwell Residents.
      • Main delivery site in Birmingham.
      • Therefore contract will transfer to Birmingham City Council as Lead Commissioner within the Birmingham and Solihull SRG.
transfer example 2
Transfer example (2)
  • Therefore:
      • Provider B - currently contracted to deliver in Birmingham & Solihull and The Black Country LSC areas:
      • 2008/09 Starts:
          • 10 Birmingham Residents, 40 Solihull Residents.
          • 20 Sandwell Residents, 50 Dudley Residents.
      • Delivery sites in Birmingham and Dudley.
      • Existing single MCV disaggregated:
          • Proportion will transfer to Solihull MBC as Lead Commissioner within the Birmingham and Solihull SRG.
          • Proportion will transfer to Dudley MBC as Lead Commissioner with the Black Country SRG.
mandatory actions 1
Mandatory Actions (1)
  • Change to the ILR:
      • For Independent Private Providers only.
      • Field L25 (LSC number of funding LSC) will need to align with new Lead Commissioner arrangements.
      • ALL young people who have been on E2E during 2009/10 (including learners that have left and are no longer live) with your L02 file will need their corresponding L25 Field amending.
      • Deadline for changes: Monday 1 February 2010.
mandatory actions 2
Mandatory Actions (2)
  • Sub-Regional Profiling:
      • For all providers of E2E.
      • Due to the timing of the transfer, third quarter adjustments will be ‘waived’.
          • Therefore extremely limited opportunity for subsequent in-year adjustments until fourth quarter.
      • Profiles inherited by local authorities need to be accurate.
      • Providers are therefore required to undertake a profiling exercise to reflect new arrangements.
      • Note: Profiling of existing total MCVs only.
      • Deadline for changes: Monday 15 January 2010.
mandatory actions 3
Mandatory Actions (3)
  • E2E Community Placements (1):
      • Funding confirmed for 2010/11 Financial Year.
      • Confirm profiled delivery, by new arrangements:
          • For the remainder of 2009/10 Financial Year, plus
          • Suggested profile for delivery from April 2010 to March 2011.
      • Not all providers currently do Community Placements. If you are not an existing deliverer this is an opportunity to express an interest.
      • Deadline for submissions: Monday 15 January 2010.
mandatory actions 4
Mandatory Actions (4)
  • E2E Community Placements (2):
      • For existing providers of Community Placements only.
      • Contractual returns for November 2009 to January 2010 due – Annex C: Report and Claim Form.
      • Deadline for submissions: Friday 5 February 2010.
slide14

Funding Foundation

and QCF:

An overview & update

02

slide15

Agenda

1. What does the Foundation Learning ( FL) aim to do ?

2. How will the Qualification and Credit Framework (QCF) work?

3. What do FL programmes look like?

4. How do we build our first FL offer?

5. Where do we go for additional information?

slide16

What does FL aim to do?

Supportpersonalisedlearning

Support coherent

programmes

Improveprogression

FL

Facilitate flexibleaccreditation and

delivery

Enhanceengagement,participation andachievement

slide17

FL supports progressionto a variety of destinations

Qualifications and Credit Framework (QCF)

App’ships

GCSE /A-Level /

Ext.

Project

14-19 Reform Programme

Supported employment

Independent living

Employment withtraining

Level 2 and highervocational qualifications

Secondary curriculum

Functional skills inEnglish, mathematics and ICT

Foundation Learning

14 19 aspects
14-19 Aspects
  • Foundation learning will form one of the four national routes.
  • Current arrangements for learners at entry level and level:
      • For example, in terms of the Key Stage 4 Engagement Programme and E2E will be integrated within Foundation Learning.
  • Progression is usually expected to be one of the three other national routes, in particular Diplomas or Apprenticeships.
slide20

Coherent or balancedFL programmes 14-19

Vocational/subjectlearning

Personal

and social

development

Functional

skills

Foundation Learning

Initialengagement

Selection and induction of appropriatelearners

Personalised learning programme

QCA Effective Practice Principles (14-16)

LSC Provider Requirements (16-18)

14-19 destinations

14-19 national suites

GCSEs /

A levels

Diplomas

Apprenticeships

Supportedemployment

Independentliving

Information Advice and Guidance

slide21

QCF qualifications can include units at the level above, or below the level of the qualification.

Entry Level 3 Qualification

Level 1

Unit 6

Entry Level 3

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 7

Entry Level 2

slide22
Identify appropriate QCF vocational qualifications for inclusion in FL based programmes.

Brief IAG teams to identify learners suited to your first FL based programmes.

Bring together an FL implementation group.

Produce an FL implementation plan and CPD programme for staff.

Use the FL qualifications catalogue to identify appropriate QCF qualifications for accrediting vocational and PSD learning.

How do we build ourfirst FL offer? (1)

slide23
Use the National Database of Accredited Qualifications to explore the units available and the ones you plan to offer from your preferred qualifications.

Where possible replace Key Skills and adult literacy and numeracy qualifications with functional skills for 16-19 learners.

Consider the flexibility offered by some of the employability type qualifications that can accredit PSD and vocational taster type learning.

Consider the benefits of a cross-centre approach to accrediting PSD.

Ensure your FL offer reflects the entry criteria for your level 2 programmes, these may need to be revised.

How do we build ourfirst FL offer? (2)

slide24

The FL qualifications catalogue hyperlinks to theNational Database of Accredited Qualification (NDAQ)

slide25

14-19 the future…

  • The vision for Foundation Learning is inclusive engagement and
  • progression offer incorporating all provision at entry level and level 1
  • Foundation Learning delivered through collaborative local
  • partnerships as part of the local 14-19 plan supported by the 14-19
  • Strategy and the Young People’s Learning Agency.
slide26

Support offers

  • support for colleges and learning and training providers
  • support offer for the 22 pilot LAs
  • support offer for the non-pilot LAs
  • specific website and resources
slide27

Further Information (1)

  • Foundation Learning:
  • DCSF Foundation Learning Informationhttp://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=3&pid=227&ctype=text&ptype=single
  • LSC’s Foundation Learning sitehttp://qfr.lsc.gov.uk/FL/
  • Foundation Learning Tier pages on the QDCA website – www.qcda.gov.uk/foundationlearning
  • www.qcda.gov.uk/FLqcatalogue
  • LSIS Excellence Gatewaywww.excellencegateway.org.uk/FL
  • http://www.excellencegateway.org.uk/page.aspx?o=190328
slide28

Further Information (2)

  • QCF
      • QCF Readiness Programme: http://www.qca.org.uk/qca_22230.aspx
  • QCDA National Database of Accredited Qualifications:
  • http://www.accreditedqualifications.org.uk/index.aspx
      • QCDA guidance on Recognition of Prior Learning and QCF:
  • http://www.qcda.gov.uk/25050.aspx
      • Guidance on SSC approval process by UK Vocational Qualification Reform Programme Board: http://www.qcda.gov.uk/24918.aspx
      • General QCDA website: http://www.qcda.gov.uk/
      • List of ineligible qualifications: http://qfr.lsc.gov.uk/ukvqrp/support/
slide30

School/college/provider-based

Employer-based

16-18 offer, part of 14-19 entitlement

16 –18 Budget

Provision funded through strategic commissioning without in/end-year reconciliation

Apprenticeships (funded through employer-responsive model)

Train to Gain service: TTG funds, NVQs in workplace; Apprenticeships 19+ (funded through employer responsive model)

Provision funded through strategic commissioning with in/end-year reconciliation

19+ Budget

Modes of Delivery

funding foundation learning fl 1
Funding FoundationLearning [FL] (1)
  • 2010/11 E2E will ‘disappear’:
      • 16-18 Learner Responsive budget only.
      • Foundation Learning as one of the four 14-19 curriculum pathways.
      • Maximum Contract Values (allocations) and profile payments remain.
      • Qualifies for Additional Learning Support (ALS).
          • Separate allocation, no longer ‘within the SLN value’.
funding foundation learning fl 2
Funding FoundationLearning [FL] (2)
  • Overview:
      • Three curriculum areas:
          • Vocational knowledge skills & understanding.
          • Functional Skills.
          • Personal and Social Development learning
      • Elements (Learning Aims) funding through SLNs.
          • Is the qualification on the ‘Qualifications Catalogue’?
          • Learning Aims Database (LAD) gives: GLH, Credits, Programme Weighting and SLN value.
      • If SLN is missing then: GLH/450.
funding fl 3
Funding FL (3)
  • 16-18 years olds funded for ‘Entitlement’ if full-time.
      • Entitlement SLN is: 0.25 SLN, within the overall cap of 1.75 SLN.
      • Full time is defined as being on a course of 450 GLH (1 SLN) or more in a year. 450 GLH includes the ‘Entitlement’ of 114 GLH.
      • Therefore other qualifications in the learners programme must total 336 GLH (0.75 SLN).
      • Includes tutorial and enrichment.
      • Must be registered on the ILR.
funding fl 4
Funding FL (4)
  • How Entitlement ‘works’:

funding fl 5
Funding FL (5)
  • Worked Example from LAD:
  • 120/450 = 0.26SLN
funding the flt 6
Funding the FLT (6)
  • Worked Example (cont’d):

8

50040753

0.26

Personal

Certificate in Work Skills (E3)

Entitlement

0.25

39

1.18

0.92

funding fl 7
Funding FL (7)
  • Standard Learner Number (SLN)

x

  • National Funding Rate (or Transitional Rate)

[16-18 Learner Responsive: £2,920 in 2009/10]

x

  • Provider Factor

[Area Cost; Programme Weighting; Disadvantage; Success Factor;

Short Programme Modifier; Long Term Residential/Care Standards]

+

  • Additional Learning Support (ALS)

=

  • Funding Allocation (£)
funding fl 8
Funding FL (8)
  • Worked Example (cont’d):
      • Funding = SLN x 16-18 Learner Responsive Rate x Provider Factor + ALS.
      • Funding = 1.18 [total SLN] x £2,920 x 1.23 [average provider factor across E2E providers] = £4,238.
      • Plus ALS: say £245 per SLN (the equivalent funding for a learner with 2 F grades in GCSE English and Maths) = £245 x 1.18SLNs = £253
  • Remember!:
      • SLN (and therefore funding) is spread between Start Date and End Date and can be ‘annualised’.
      • Average E2E learners’ programme = 0.92 SLNs.
what do i get now
What do I get now?
  • E2E (example only):
      • Funding = SLN x 16-18 Learner Responsive Rate x Provider Factor.
      • SLN Weekly Value = 0.037 x £2,920 x 1.23 (1.0890 [ave. disadvantage factor] x 1 [area uplift] x 1.3 [programme weighting] x 0.87 [ave. success factor]) = £150.30
      • Enhanced Bonus = 0.062 x £2,920 x 1.23 = £222.68.
      • Basic Bonus = 0.126 x £2,920 x 1.23 = £452.54.
  • Therefore on average:
      • £150.33 x 22 weeks [length of stay], plus £905.08 (two basic bonuses) = £4,212.34.
measuring fl 1
Measuring FL (1)
  • Now:
      • Measured by achievement of qualifications (A35).
          • Standard Qualification Success Rate (QSR) method applies
          • Beware of Start and End Dates
      • Evaluated by destination/progression (A50/L39).
  • Future?
      • Measure achievement of progression/destination?
      • Measure value added by Credit Success Rate?
  • Plus
      • Cost per learner, compared to baseline.
measuring fl 2
Measuring FL (2)
  • Applying the Qualification Success Rate (QSR) in
  • an Individual Learning Plan (1):
      • Must be a ‘Start’ to qualify for SLN:
      • Once started you also ‘count’ towards Success Rates
measuring fl 3
Measuring FL (3)
  • Applying the QSR in an Individual Learning Plan (2):

20% Success Rate

75% Success Rate

recording fl
Recording FL
  • Recorded as a Programme Level Aim (A15).
  • Each qualification recorded as a Learning Aim (A09).
  • Record entitlement (A09) [CMISC001].
  • Record credits to be achieved (A59).
  • Record credits achieved (A60).
  • Record achievement of each qualification (A35).
  • Record reason learning ended (A50).
  • Record destination (L39).
  • Learner Responsive Provider Support Manual:
      • www.theia.org
summary
Summary
  • What do we need to change?
      • Funding is truly individual.
      • Funding to better reflect the flexibility of the QCF.
      • Framework for Excellence to reflect FLT across indicators, measures and success rates.
          • Targets redefined in the context of the QCF?
          • Achievement of credit as a measure (where applicable)?
      • Greater stress on prior achievement – funding recognises the starting point of the learner.
      • Impact on planning, analysis, data collection and tracking.