Policy Requirements for Planning: Managing the Balance and Mix of Provision

NATECLA has asked members to advise us what is happening in their area in terms of funding E1 and E2 as concerns had been raised by members. Thank you for your responses. These comments have been taken forward and a brief report given to the NIACE ESOL Committee of Enquiry LSC Guidelines are found on the LSC website LSC Policy Requirements for Planning: Managing the Balance and Mix of Provision (2006/07) Section D Skills For Life Pargraph 38. To continue to work towards the current benchmark where 80 per cent of Skills for Life provision is made up of nationally approved qualifications, and the remaining 20 per cent is not. 39. In terms of nationally approved qualifications, the 80 per cent includes those at entry Levels 1, 2 and 3 and Levels 1 and 2. Only those learners who achieve Skills for Life qualifications at entry 3, Level 1 or Level 2 count towards the target, and each learner counts once only, so subsequent achievements as a learner continues to progress will not count. Although achievements at entry 1 and 2 do not count towards the Skills for Life target, this provision provides a crucial progression route for learners with the greatest need. Planning dialogues with providers will need to consider an appropriate balance in the overall Skills for Life curriculum offer that meets local needs. 40. In summary the 80 per cent therefore includes: • provision that contributes directly to the target when learners achieve for the first time • nationally approved qualifications at entry 1,and entry 2 (as well as entry 3) • provision for those who have achieved a first SfL national qualification but who are now progressing further on nationally recognised SfL qualifications. 41. The remaining 20 per cent includes: • provision for learners not yet ready to enrol on a nationally approved qualification, including those at pre-entry level. 42. This balance should ensure there is sufficient, high quality, first steps learning for those not ready to take a qualification or for whom this is not yet appropriate. Actual proportions will vary according to local and regional needs and the type of provider. The overall balance in the mix of provision should be sought across local and regional areas.

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