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Partner actions

Actions required of partners

Partner Approval
Qualification Approval
Issue of Service Level Agreement
Trainee Enrolment
Trainee Completion
Funding
Integration with College quality systems

Operational Delivery Manual

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Inroduction
The process
Individual trainee file
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Delivering the apprentice framework
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NCFE actions

Actions required of the collaborative team

Partner Approval
Qualification Approval
Issue of Service Level Agreement
Trainee Enrolment
Trainee Completion
Funding
Integration with College quality systems
Calendar


Glossary of terms

The Skills Funding Agency publication Apprenticeship 2010/2011 funding requirements  document contains a list of Acronyms and Glossary of Terms [Page 87] and a section of Definitions and Terms [Page 90].

The section that follows quotes some of these items directly, adds others which pertain to procedures at NCFE   or other contexts. Their source being colour coded as in this sentence.

For the Employer Responsive funding model a 16 to 18 year-old learner is aged 16, 17 or 18 on the day the learner starts their Apprenticeship framework. The funding associated with a framework is based on the start of the framework and not on the individual elements. If a learner progresses on to another Apprenticeship framework, at the same or higher level, then the age of the learner when starting that subsequent framework will determine funding and not the age at the start of the original framework.

The Agency does not fund 16 year-old school-leavers until after they have left school. The official school-leaving date for England is the last Friday in June of the academic year. All Apprentices funded by the Agency are subject to this date even if they have lived previously outside of England where different rules apply.

For the Employer Responsive funding model a 19+ learner is aged 19 years of age or more on the day the learner start date. The funding associated with a framework is based on the start of the framework and not on the individual elements. If a learner progresses on to another Apprenticeship framework, at the same or higher level, then the age of the learner when starting that subsequent framework will determine funding and not the age at the start of the original framework.

The definition of a learner aged 25 or over mirrors that relating to the younger groups. A learner aged 25+ is aged 25 or over on their start date.

A provider may continue to claim funding for reasonable absences of up to four weeks (28 days) by learners from their programmes who continue in learning after the absence. The Agency does not distinguish between authorised and unauthorised absence for funding purposes.

The date when the learner completes their learning activity, or the date when the learner is deemed to have terminated the learning activity, if this is an earlier date (as set out in the ILR guidance, Specification of the Individualised Learner Record 2010/11).

Additional learning needs (ALN) relate to the learner’s intrinsic ability based on current competency of literacy, numeracy and language based on a diagnostic assessment. Only applicable where the learner is assessed at Level 1 or below.

Additional learning support (ALS) is any activity that provides direct support for learning to individual learners, over and above that which is normally provided in a standard learning programme that leads to their learning goal. ALS is required to help learners gain access to, progress towards and successfully achieve their learning goals. The need for ALS may arise from a learning difficulty and/or disability, or from literacy, numeracy or language support requirements. In the employer-responsive context it includes financial support that enables young people to take up and remain on their programme. It includes enhancements to monthly payments for learners assessed as having an additional learning need and/or an additional social need. Exceptional learning support and support for learners with disabilities is also included within ALS.

Additional social needs (ASN) relate to the emotional, behavioural or motivational abilities of the learner.

Advanced Apprenticeships are a framework of qualifications where the main aim is a Level 3 qualification.

A break in learning may be taken as agreed between the learner and the provider, the learner having expressed the intention of returning by a set date. In respect of the employer-responsive model, where the learner is employed, maternity leave can be extended to match that of an employer’s maternity leave scheme if this is greater than the statutory twelve months.

Apprenticeships are a framework of qualifications where the main aim is a Level 2 qualification. See website www.apprenticeships.org.uk. Apprenticeship completion date This is the date on which the provider has all the evidence that the learner has completed all the elements of the framework and applies to the issuing authority for the Apprenticeship completion certificate. That is, the date the application is posted.

Apprenticeships frameworks are completed by learners who are engaged in the full Apprenticeships training specification, and are developed by the relevant Sector Body or Sector Skills Council. Apprenticeships frameworks incorporate the set criteria, outcomes and good practice.

The Apprenticeships framework completion certificate complies with national requirements and is approved by the relevant Issuing Authority. It is issued to the apprentice on completion of learning to confirm that the minimum requirements of the Apprenticeships have been achieved.

This is a funding uplift that reflects the fact that, in some geographical areas, higher salaries are needed to attract and retain staff of a similar standard.

Adult basic skills provision is defined as provision that caters for the literacy, language and numeracy needs of post-16 learners, including those with learning difficulties and/or disabilities, from pre-Entry level up to and including Level 2. In the context of basic skills, ‘adult’ refers to any learner over the age of 16 (that is, one who is no longer in compulsory education), with no upper age limit. Provision may be delivered as stand-alone or as part of a vocational programme or additional learning aim; it may be delivered full-time, part-time, or through self-study or information and communications technology (ICT). This definition applies to provision that has been approved as basic skills by the Secretary of State or non-approved Entry level and pre-Entry level provision that is based on the national standards for adult literacy and numeracy. Basic Skills qualifications are not funded through Apprenticeship funding.

The Disability Discrimination Act 1995 describes a person as having a disability if they have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. Guidance about the terms used within the definition, and what is meant by ‘day-to-day activities’ is given in the Disability Discrimination Act 1995 Part 1, and in the Department for Works and Pensions (DWP) 2005 Consultation Document, `Guidance on Matters to be Taken into Account in Determining Questions Relating to the Definition of Disability’.

The purpose of the disadvantage uplift is to ensure that certain learners that reside in a particular location attract a funding enhancement that reflects both their relative disadvantage and the expected additional costs incurred by providers in attracting, retaining and supporting such learners. It is applied using the postcode of the learner when they start learning.

For the purpose of funding, an ‘employed’ individual is an apprentice who is engaged by another under a contract of Employment. Further details of the definition of an employed individual can be found on the HMRC website at http://www.hmrc.gov.uk/employment-status/index.htm#1.

In the employer-responsive funding model the employer contribution is a proportion of the value of Skills Funding Agency funding that would be generated by multiplying the SLN value for the programme by the provider factor weightings and by the Skills Funding Agency published national rate for the programme of study. This formula is expressed in the following bracket (SLN x Provider Factor Weightings x National Funding Rate) and for Apprenticeship co-funded learners the employer contribution percentage required is 50% for 2010/11.

This describes qualifications that a learner is following at a higher level than of that already attained. For example a learner whose highest qualification is a Level 1 (GCSEs at grades D to G) following a Level 2 qualification will be described as following a ‘first’ Level 2. A learner whose highest prior achievement is Level 2 (5 GCSEs at grades A* to C) will not be following a ‘first’ Level 2. ‘Firstness’ describes groups of learners or qualifications where the learners are following a ‘first’ qualification.

Formula-funded provision comprises any programme provision funded by the Skills Funding Agency using the information supplied in the provider’s ILR return under any of the funding models described in this document.

A right to sell a company's products in a particular area using the company's name.

There are three Functional/Key skills qualifications at Levels 1 to 4: Communication or English, Application of Number or Mathematics and Information Technology (IT). There are also three wider Functional/Key skill units at Levels 1 to 4: Working with Others, Improving Own Learning and Performance, and Problem-solving. In respect of Apprenticeships the number and level of Functional/Key Skills funded is determined by the Apprenticeship framework being followed, with only those Functional/Key skills required by the framework at the level described or higher being funded. Providers may deliver wider Functional/Key skills to the learner but these must be recorded as non-funded on the employer-responsive ILR.

This is the date that an outcome is determined or an approved qualification is achieved (which means the date when a certificate or any other acceptable evidence is first issued). For providers with direct claim status, the date of achievement is the internal verification date. For providers without direct claim status, the date of achievement is the external verification date. For qualifications that involve exams this is when the results have been returned to the provider and not the actual date of the exam.

Guided learning hours (glh) are defined as all times when a member of staff is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in; for example, open learning centres and learning workshops. It also includes time spent by staff assessing a learner’s achievements, for example in the assessment of a competence qualification. It does not include time spent by staff in the day-to-day marking of assignments or homework where the learner is not present. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners.

The individualised learner record (ILR) is used by providers to record all relevant funding data about Skills Funding Agency funded learners. More information can be found in the ILR guidance Individualised Learner Record Specification for 2010/11 available at: http://www.theia.org.uk/downloads/ilrdocuments/.

All learners regardless of level, age or programme must be able to access information, advice and guidance (IAG) services to enable them to consider further learning opportunities, progression and career choices. This is a key expectation in support of our priorities for Skills for Life, full Level 2 and Level 3 qualifications and for Higher-level Skills.

A learner who has commenced an agreed course of learning and has not yet finished that course of learning is said to be in-learning. A learner continues to be counted as being in-learning even if that learner is not attracting funding because they have drawn down or been paid all the on-programme funding attracted by the programme. In-learning census date for employer-responsive funded programmes In the employer-responsive model this is the census date at which a learner must be classified as being in learning for a payment for that period (month or week) to be received. A learner who leaves on a census date is counted as being in learning for that month for funding purposes. A learner who starts on a census date is also counted as being in-learning for that month for funding purposes. Once the census date has passed, if the learner is no longer in learning, funding will not be generated for that learner.

An approved organisation that issues Apprenticeship Frameworks for their sector. Prior to 2010/11 this may be either a Sector Skills Council or Sector Body.

The legal entity with which the Chief Executive of Skills Funding has a direct legal relationship;

In these requirements, this refers to an eligible learner who has commenced their learning programme. An ex-learner whose learning has been terminated is also referred to as a learner with respect to their terminated course.

The Skills Funding Agency will consider as eligible for funding any person who meets the criteria described in the document Learner Eligibility Guidance 2010/11.

Previously know as Additional Learner Support. Funding is made available to directly support unemployed learners for activity not directly associated with learning. This includes; • hardship • childcare • travel • residential accommodation • equipment, such as personal protection.

Learning is defined as a process of planned activities that the learner engages in, and that is specifically designed for imparting the knowledge, skills and competence that are required for effective participation in the labour market. Assessment and induction are not defined as learning.

A learning aim is defined as a single element of learning that attracts a funding at a listed SLN value. Each learning aim is listed on the Learning Aims Database. The listing of an aim should not be confused with it’s eligibility for funding.

A learning programme comprises of all of a learner’s activities that involve the use of the resources of the provider at which the learner is enrolled. A learning programme may be composed of one or several learning aims.

All employed learners are subject to the Working Time (Amendment) Regulations 2002. For Programme-led Apprenticeships a maximum number of 37 hours of work and learning applies.

The National Rate is the national funding rate applied in each of the funding models to the SLN value calculated for each programme. Together this reflects the size of the learning aim and the basic cost of delivery. It includes the funding elements for assumed fee income and achievement. For adult provision the co-funded provider rate excludes the value of fee remission.

The outcome of a learning programme is the achievement by learners of an approved qualification.

An association of two or more persons engaged in a business enterprise in which the profits and losses are shared proportionally. The legal definition of a partnership is generally stated as "an association of two or more persons to carry on as co-owners of a business for profit" (Revised Uniform Partnership Act § 101 [1994]). Each partner is legally obliged to be registered as selfemployed with HMRC. Each partner is jointly and severally liable with the partnership for the obligations of the partnership and the wrongful acts or omissions of a co-partner;

A personal adviser is the named Connexions person who works with a young person and who has responsibility for supporting that person to help them enter education or training and to achieve their learning aims.

The Skills Funding Agency considers it essential that learners have access to clear and full information on the costs of programmes before enrolment. The funding for each learner’s programme is still based on the principle that learners are provided with pre-entry advice and guidance. Such advice and guidance are crucial if the learning programme is to match a learner’s aspirations, expectations and abilities. Providers must not claim separate funding for a learning aim that represents provision typically forming part of pre-entry advice and guidance or induction activities.

Programme weighting is a funding uplift reflecting the fact that some learning aims of similar length are more costly to deliver than others; for example, engineering provision is more costly than business administration.

A college or other provider of education and training.

Provider Funding Reports (PFRs) are reports that are available to the provider from the ILR data submitted. The reports detail the actual earned current position of a provider against its profile, based on the information the provider has supplied in the form of their data return.

The Qualifications and Credit Framework is a new way of recognising achievement through the award of credit for the achievement of units and qualifications. It provides a simple and rational organising framework that presents learner achievement and qualifications in a way that is easy to understand, measure and compare. It gives individuals the opportunity to learn in a more flexible way and enables a wider range of organisations, including employers, to have their training recognised. The Qualifications and Credit Framework is a key strand of the Government’s Vocational Qualification Reform Programme. The Skills Funding Agency is responsible for implementing the framework across the wider post 19 skills system in England, and for delivering the changes made to the Personal Learning Record to support the additional Qualifications and Credit Framework services which will operate in England, Wales and Northern Ireland. For more information see http://qcf.skillsfundingagency.bis.gov.uk/

The school leaving date in England is the last Friday in June in the school teaching year in which a young person reaches the age of 16. A learner who has reached the school leaving date in their home country who subsequently moves to England would have to adhere to the English date to be eligible for funding.

For the purposes of the Employer responsive Model, a self-employed individual is someone who is registered with HM Revenue and Customs as being self-employed and the learning taking place is related to that occupation.

It is determined by the date on which the learner’s learning programme begins. In respect to funding the start date is the day on which structured learning commences. Within a framework each of the elements of framework can have different start dates.

An individual who is registered as self employed with Her Majesty’s Revenue and Customs (HMRC).

A learning activity associated with a learners aim or framework. Involves a two way interaction between the learner and the provider.

Where a Lead Provider has entered into a contract with a third party to carry out all or part of the services they are funded by the Chief Executive to carry out.

A Technical Certificate (TC) is a vocationally related qualification that provides the underpinning knowledge and forms part of the Apprenticeship. This has now been replaced by Knowledge based qualification.

The Training Provider Statement (TPS) is an auditable electronic return that details the amount of funding earned for non-formula-funded activity. It must be completed on a monthly basis.

An unfunded learner is a learner that is not directly funded by the Agency. This may be caused by the constraints of a provider’s contract. Provider must not recruit a learner where as a consequence the provider financial contract is breached. An unfunded learner must not at a future time be entered on to a provider’s ILR when funding becomes available. Once a learner commences learning and is not funded by the Agency they CANNOT become funded at a later date.