01

Welcome 02

Implementation of Foundation Learning Tier (FLT) Progression Pathways in the London Region

• Qualifications and Credit Framework (QCF)

• FLT Progression Pathways

• Progress in London

• Provision for Learners with Learning Difficulties and/or Disabilities

Overview

Definition– The QCF is a unit-based qualifications and credit framework based on a

system of credit accumulation and transfer

Key details – It is a framework…– which recognises a wider range of achievements– which will be more responsive to the needs of individuals and

employers– where learners have flexibility and a range of opportunities to progress

and receive recognition for their achievements– where qualifications are unit based and defined through rules of

combination– with credit accumulation and transfer

The Qualification andCredit Framework (QCF)

A simple architecture

Ch

alle

ng

e

Size

Level

1 – 12 credits 13 – 36 credits Above 36 credits

The FoundationLearning Tier is…a programme of work to develop a more focussed and strategic approach to entry level and level 1 for learners aged 14 and over within the Qualifications and Credit Framework (QCF) in order to raise participation, achievement and progression amongst learners at these levels.

Within the Foundation Learning Tier, Progression Pathways will be the main organising structures. They are personalised programmes of learning specifically designed to promote progression as well as help learners achieve qualifications from entry level and level 1 of the QCF.

03

Priority ProgressionPathways

Progression Pathways identified for developmental delivery in 2008/09 offer progression to:

• a first full level 2• skilled work (apprenticeships)• independent living or supported employment• a Foundation (level 1) Diploma or GCSEs.

06

ProgressionPathways will also…incorporate three curriculum areas:

• Vocational knowledge skills and understanding• Functional skills• Personal and social development learning.

Will also be supported by a wrap-around of information, advice and guidance, effective initial assessment, comprehensive ongoing review, and provider collaboration.

07

Transition from Existing Sub-level 2 Provision to Foundation Learning Tier Progression Pathways

Qualifications on NQF at Entry level and Level 1

Non-Accredited Provision

Skills for Life Qualifications

Progression Pathways

-Vocational Learning

- Personal and Social Education

- Functional Skills

Qualifications on QCF at entry level and Level 1

Current Position Future Position

- Skills for Life/ Functional Skills - Some provision for LLDD

Implementation

• 2008/09: small scale developmental delivery

• 2009/10: Delivery of progression pathways and funding for existing provision including entry to employment, foundation learning in FE and first steps turned off

• 2010/11: Progression pathways fully implemented and funding turned off for existing provision

• 23 providers across London

• 20 providers are trialling individual progression pathways

• 3 providers trialling two pathways

FLT DevelopmentalDelivery 2008/09

• Progression to Skilled Work including Apprenticeships – 13 providers

• Progression to Full Level 2 – 6 providers

• Independent Living/Supported Employment – 7 providers

FLT DevelopmentalDelivery 2008/09

• Aimed at learners aged 16-18, and 19+

• Two destinations within a single pathway with slightly differing requirements

• For learners with learning difficulties and/or disabilities for whom supported employment or increased independence are appropriate destinations

Independent LivingSupported Employment

• One award sized qualification – minimum of 6 credits

• Four credits of personal and social education

• Five credits in each functional skill (English, Maths and ICT)

Supported Employment

Two approaches to delivery of this pathway:

• Very focussed programme where learner/provider are clear about proposed destination

• Exploratory programme to gain experience in range of settings

Learner’s starting point is key determining factor

Supported Employment

• One award sized qualification of at least six credits, with a focus on personal and social education

• Either functional skills qualifications or units (where appropriate/relevant)

Independent Living

• Maximum flexibility to meet needs of very diverse range of learners

• Learner’s starting point and goal, rather than external factors (such as entry requirements for courses) will guide curriculum design

• Length of time to complete pathway will vary

Independent Living

• Familiarisation with Prospectus for Progression Pathways, FLT qualifications catalogue and LSC provider requirements

• Review of current curriculum offer against Progression Pathway Frameworks

• Discussion awarding bodies

Next steps

• Review relationships with partner organisations such as supported employment agencies

• Discussion with local LSC partnership team staff

• Transition plan

Next steps

Prospectus for Progression Pathways http://readingroom.lsc.gov.uk/lsc/National/LSC-P-

NAT-80131_ProspectusProgressionPathways.pdf

LSC Provider Requirements for Progression Pathways http://readingroom.lsc.gov.uk/lsc/National/Providers_Requirements_for_Progression_Pathways.pdf

Further Information

12

Further Information

•The Foundation Learning Tier Section of the LSC’s Qualifications and Framework Reform site – http://www.lsc.gov.uk/whatwedo/qfr.htm

•The Foundation Learning Tier pages on the QCA website – http://www.qca.org.uk/flt

•The QIA Excellence Gateway – http://excellence.qia.org.uk/flt

13