LSC Principles of Funding and the QCF
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Transcript of LSC Principles of Funding and the QCF
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Welcome
Principles of Funding and the QCF23rd September 2009
CYQ LIW EventBy Alex Cook
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Section title
01
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Principles of Funding Learning20. The funding provided to schools, colleges and other providers should reflect the
directly incurred costs of efficiently delivered provision (with an appropriate
contribution to overheads) within the national funding framework and rates
21. All LSC-funded providers should:
• claim funding at standard learner number (SLN) rates to reflect the costs of
delivery and ensure that multiple funding for provision is not claimed
• consider guided learning hours (glh) as the key driver of costs incurred when
determining the level of funding claimed in 16–18 and adult learner-responsive
funding systems
• consider visits to the workplace for skills development and/or assessment
(together with any associated group-based glh) as the key driver of costs incurred
when determining the level of funding claimed in the employer-responsive funding
model
• etc, etc.
Some Background
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Assigning Funding Rates
Learner Responsive Models
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Assigning Funding Rates
Employer Responsive Model
– Activity Costs (Apprenticeships)– SSC advises LSC on expected/likely delivery of activity for a
Framework– Activity validated and passed through costing/rates model to
determine framework SLN and then derive Main Aim, Tech Cert and Key Skills SLN Values
– Activity Costs (Train to Gain)– Credit, GLH and other info tells us about the likely delivery of the
qualification
– Reviews– External consultant used to conduct specific reviews
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Reviewing Funding Rates
GLH– ‘Waglh’ annual rates review– Planned GLH recorded on ILRs– Analysis by individual qualification and several aggregates
conducted annually– Where the recorded GLH is significantly different to the rate
adjustments are made following advice from a sector-based advisory group
Activity– 09/10 started collecting ‘planned activity’ on ILR– Intention to conduct similar reviews to above but using activity
rather than GLH– Initially will prompt further review rather than direct rate
adjustments
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Issues and Opportunities
Credit
– Regulated measure of ‘size’ of qualifications– Based on notional learning time – some of which is guided
Purpose
– Tells us more about likely delivery method (competency based/workplace delivery?)
Systems and Processes
– QCF has developed quickly and with a ‘belt and braces’ approach– Processes are settling down across multiple organisations– Required information is not always readily available
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