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2022 - 23 WMCA Skills Programmes Funding Rules

Annex B: Glossary


The devolution of adult education functions refers to the transfer of certain Secretary of State functions in the Apprenticeships, Skills, Children and Learning Act 2009 to specified Mayoral Combined Authorities by way of orders made under section 105A of the Local Democracy, Economic Development and Construction Act 2009, and the delegation of those functions to the Mayor of London under section 39A of the Greater London Authority Act 1999, in relation to their areas.

The study of EDS qualifications for learners who have digital skills assessed at below level 1. Qualifications that are designated up to and including level 1 are: Essential Digital Skills Qualifications.

Any costs for items without which it would be impossible for the learner to complete their learning aim. This can include the costs of registration, examination or any other activities or materials without which the learner cannot achieve their programme of study.

The form providers need to fill in to claim funding that cannot be claimed through the Individualised Learner Record (ILR).

An EHC plan replaces statements of special educational needs and learning difficulty assessments for children and young people with special educational needs. The local authority has the legal duty to ‘secure’ the educational provision specified in the EHC plan, that is, to ensure that the provision is delivered.

The European Economic Area, abbreviated as EEA, consists of the Member States of the European Union (EU) and 3 countries of the European Free Trade Association (EFTA) (Iceland, Liechtenstein and Norway; excluding Switzerland). The Agreement on the EEA entered into force on 1 January 1994. Please refer to Appendix A for more information.

The main types of employment status are worker, employee, self-employed and contractor, director and office holder. More information on employment status is available.

The study of English by speakers of other languages.

The ESF is a structural fund from the European Union (EU). It improves the skills of the workforce and helps people who have difficulties finding work. We are a co-financing organisation for the ESF.

A collection of documents and information brought together to form a single point of reference relating to learning that is taking place. This must provide evidence to prove the learner exists, is eligible for funding, the planned learning to be provided, and that learning has been delivered.

Learning support funding to meet the costs of putting in place a reasonable adjustment for a learner who requires more than £19,000 in a funding year.

Find a learning aim provides online services to find the latest information on available qualifications, apprenticeship standards, T Levels and units. Standards will show you information on funding, dates and common components. Qualifications and units show you funding streams for courses and the last date learners can start.

The following qualifications are designated full at level 2: General Certificate of Secondary Education in 5 subjects, each at grade C or above, or grade 4 or above, a Technical Certificate at level 2 which meets the requirements for 2018 to 2019 16 to 19 performance table.

The following qualifications are designated full at level 3, a: General Certificate of Education at the advanced level in 2 subjects, General Certificate of Education at the AS level in 4 subjects, QAA Access to Higher Education (HE) Diploma at level 3, Tech level or applied general qualification, at level 3 which meets the requirements for 2018 16 to 19 performance tables, technical and applied qualifications in the 16 to 18 performance tables for 2017, 2018, 2019, 2020, 2021, 2022 and 2023 (tech levels, applied general qualifications, technical certificates), Core maths qualification at level 3

Indicates whether a learning aim is fully funded or co-funded in Adult Skills or Other Adult Funding

Applied practical skills in English, maths and ICT that provide the learner with the essential knowledge, skills and understanding to enable them to operate effectively and independently in life and work.

Identifies the funding methodology we apply to submission of finalised ILR data. For Skills Programmes funding, Funding Model 10 (Community Learning) and 35 (Adult Skills) are used, noting model 10 is non-formula funded (meaning ILR data does not generate a funding rate and is paid on monthly profile) and model 35 is formula funded. More information is available in the 2022 to 2023 ILR Specification.

The ESFA’s adult funding system operates on a funding year basis, which starts on 1 August and finishes on 31 July.

The General Data Protection Regulation (GDPR) is a Europe-wide law that replaced the Data Protection Act 1998 in the UK. It is part of the wider package of reform to the data protection landscape that includes the Data Protection Act 2018. The GDPR sets out requirements for how organisations have to handle personal data.

As defined by Ofqual: “The activity of the learner in being taught or instructed by – otherwise participating in education or training under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other appropriate provider of education or training. For these purposes the activity of ‘participating in education and training’ shall be treated as including the activity of being assessed if the assessment takes place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training”. You can find more information in the Ofqual Handbook

Within learner support, a category of support to assist vulnerable and disadvantaged learners to remove barriers to education and training.

The primary data collection requested from learning providers for further education and work- based learning in England. The government uses this data to monitor policy implementation and the performance of the sector. It is also used by organisations that allocate funding for further education.

The ILR Specification is the technical documents, guidance and requirements to help providers collect, return and check ILR and other learner data.

Payments made for learners who are unemployed at the start of learning who cease learning to take up a job or find work as part of our pre employment programmes

We use the term ‘resident’ or ‘residence’ in this document for different purposes. Residence in West Midlands has specific definitions in education law, and this is set out in the ‘residency eligibility’ section. Following the devolution of adult education functions, there is a new emphasis on residence in England, in determining and evidencing eligibility for WMCA funded Skills programmes. This means the permanent residency of an individual in England (i.e., not a temporary address for duration of learning taking place), immediately prior to enrolment determines eligibility for WMCA funded Skills programmes.

Funding to enable providers to support learners with a specific financial hardship that might prevent them from being able to start or complete their learning.

Statements that describe the overarching intentions of a course.

The unique eight-character code used to identify a specific learning aim.

A code used as part of the ILR to indicate participation in programmes or initiatives

The date entered onto the individualised learner record (ILR) when the learner is expected to complete their learning.

Funding to enable providers to put in place a reasonable adjustment, set out in the Equality Act 2010, for learners with an identified learning difficulty and/or disability to achieve their learning goal.

The legal entitlement to education and training allows learners to be fully funded who are aged: 19 and over, who have not achieved a grade 4 (legacy grade C), or higher, and study for a qualification in English or maths up to and including level 2, and/or 19 to 23, if they study for a first qualification at level 2, and/or level 3 and 19 and over, who have digital skills assessed at below level 1.

Regulated qualifications, and/or their components, and non-regulated learning that the ESFA funds, which is not part of the English and maths, or level 2 or level 3 legal entitlement offer. All regulated and non-regulated learning that is available for funding through the flexible local offer is listed on find a learning aim.

The threshold of £19,350 (£9.90 per hour) based on the National Living Wage (23 and over hourly rate) of £9.90, on the assumption of a 37.5 hour contract with paid statutory holiday entitlement (therefore, £9.90 multiplied by 37.5 hours per week, multiplied by 52 weeks per year).

Where applicable, providers receive a non-formula funded community learning allocation’ as part of their AEB which is paid on a monthly profile. Submission of ILR data does not generate a funding value for the learning aim/s a learner participates on. Instead, providers attribute costs up to the value of their non-formula community learning allocation. Providers submit community learning data through funding model 10. More information is available in the 2022 to 2023 ILR Specification.

Learning which is not subject to awarding organisation external accreditation in the form of a regulated qualification. It may be designed, delivered and certificated by a provider or another organisation. This could include - independent living skills and engagement learning, employability and work skills, labour market re-entry, technical education tasters, basic digital skills, community learning

A young person aged 16 to 24 who is no longer in the education system and who is not working

The requirements for competence in the duties of an occupation which are approved and published by the IATE. They include knowledge, skills and behaviours.

The Office of Qualifications and Examinations Regulation, which regulates qualifications, examinations and assessments in England.

A database that allows individual learners access to their past and current achievement records. These can be shared with schools, colleges, further education training providers, universities or employers.

The Learning and Work Institute have published updated RARPA Guidance. This comprises a clear framework designed to support learners through the learning process, identifying key outcomes. It provides a robust approach to quality control and improvement of non-regulated provision with a focus on self-assessment that supports standards acceptable to the Office of Standards in Education (Ofsted). You can access further information from The Learning and Work Institute.

An assessment method that considers whether a learner can demonstrate that they can - meet the outcomes for a qualification or a component of a qualification through knowledge, understanding, or skills they already have and so do not need to undertake a course of learning for that component or qualification

The RQF provides a way of understanding and describing the relative level and size of qualifications. The RQF, operated by Ofqual, is a single regulatory framework containing a range of general, technical and professional qualifications

Support provided under learner support to learners receiving specialist provision, which involves a residential element, or to support learners who cannot receive provision locally.

Sector-based Work Academy Programme is a DWP scheme that offers pre-employment training, work experience placements and a guaranteed job interview for recipients of Jobseeker’s Allowance (JSA), Universal Credit (all work-related requirements group) or Employment and Support Allowance.

A process where the learner can confirm something through his or her own signature.

For example, chief executive, managing director, principal or their equivalent.

SAPs aim to bring together local employers and skills providers to pool knowledge on skills and labour market needs, and to work together to understand and address key local challenges. This includes both immediate needs and challenges and looking at what is required to help local areas adapt to future labour market changes and to grasp future opportunities. This will help colleges, universities and other providers deliver the skills required by employers, now and in the future.

A skills bootcamp is a bespoke employer-led level 3-5 programme, designed to meet skills needs within the economy. Following a procurement process, the skills bootcamp programme will begin from 1 August 2022

The date on which learning begins. We do not consider enrolment, induction, diagnostic assessment, or prior assessment to be part of learning.

State benefits are contributions, both financial and non- financial, made by central and local government to individuals in certain circumstances to meet their day-to-day living needs

A separate legal entity that has an agreement with you to deliver any element of the education and training we fund. A separate legal entity includes companies in your group, other associated companies and sole traders. It also includes individuals who are self-employed or supplied by an employment agency, unless those individuals are working under your direction and control, in the same way as your own employees

An unemployed learner may also receive an income alongside their benefit claim. In order to be fully funded under the unemployed definition their “take home pay” (stated on the Universal Credit statement) is less than £345 a month (sole adult in their benefit claim) or less than £552 a month (joint benefit claim with partner).

A unique identifying number given to all providers by the UK register of learning providers.

A 10-digit number used to match a learner’s achievement to their personal learning record (PLR)

A placement with an employer in a workplace setting as part of a traineeship

The funding methodology for individuals aged 16 to 19 (and those aged 19 to 24 with an EHC plan). You can access 16 to 19 funding methodology on GOV.UK.

The process of moving money from one financial account or part of a budget to a different one.