Welcome

Principles of Funding and the QCF23rd September 2009

CYQ LIW EventBy Alex Cook

Section title

01

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

Assigning Funding Rates

Learner Responsive Models

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

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

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