Last updated: 03 Mar 2008

The Foundation Learning Tier

The QCA and the Learning and Skills Council (LSC) are working together to reform provision below Level 2. By 2010 a revised set of credit-based qualifications and units will be in place with clear progression routes through Entry and Level 1 to Level 2. This reform is aimed at all learners over the age of 14 working below Level 2, including for example:

• 14- to 19-year-olds
• adults with skills gaps
• adults or young people with learning difficulties and/or disabilities.

QCA's work covers three main areas:

1. the development of principles and guidance to support the delivery of learning programmes
2. the development and accreditation of credit-based units and qualifications
3. the development of progression pathways.

1. Supporting delivery: principles and guidance

A set of principles have been developed to describe expected practice in delivering learning to support Entry and Level 1 Progression Pathways. They will also be useful to providers delivering any learning below Level 2. The principles cover the need for high-quality initial assessment, on-going review and the personalisation of the learning programme.

The principles will be communicated to all providers for information from September 2007. They will be accompanied by appropriate guidance and case study examples.

During the 2007/08 academic year a programme of information and guidance for providers will begin, focusing at first on those involved in the trials of qualifications and pathways. This programme will continue between 2007 and 2010 with on-going support and sharing of best practice.

2. Developing and accrediting qualifications

The Qualifications and Credit Framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and will enable qualifications to be achieved in small steps. The QCF is being developed through a series of tests and trials.

New units and qualifications at Entry and Level 1 will be developed so that by 2010 there is a complete set of provision at these levels within the QCF, allowing providers to tailor learning programmes to individual learners' needs. The intention of the FLT reform is to enable awarding bodies to develop units and qualifications in response to learners' needs, making sure they reflect the central aim of improving progression and personalisation for individuals.

New qualifications to support Progression Pathways will be trialled within the QCF from September 2007. Subsequent years will see more providers involved in delivery as new qualifications are phased in between September 2007 and 2010.

3. Progression Pathways

A key aim of the FLT reforms is to improve progression through Entry and Level 1 of learning to other levels. Learners progress at different rates - following individual, often complex routes - and require varying degrees of support. However, all learners should have the opportunity to fulfil their potential and achieve at the highest level appropriate to them.

In order to support this, Progression Pathways will specify validated combinations of QCF units and qualifications that provide clear progression opportunities. Units and qualifications will be approved as components of these pathways. Each pathway will include vocational and subject-based learning, personal and social development, and basic and key skills. Providers will be free to choose from a range of units and qualifications to meet the needs of individual learners.

Progression Pathways will be supported by robust initial assessment and on-going review, and delivered through coherent and personalised learning programmes. The principles for delivery of Progression Pathways (see above) set out expected practice in delivering learning to support Progression Pathways.

The following Progression Pathways will be developed and modelled with providers during 2007/08:

• progression to Level 2 (designed to support learners prepare to access a full Level 2 qualification on completion)
• progression to apprenticeships (a pre-apprenticeship pathway)
• progression for 14- to 16-year-olds (designed to support progression from entry level to Level 1 Diplomas, GCSEs or other further study)
• progression to independent living and, where appropriate employment or supported employment.

A Pathways Approvals Group will be established to validate Progression Pathway specifications. This group will include QCA, LSC and other agencies including sector representatives who may wish to develop contextualised Pathways providing progression into specific sectors.

Qualifications strategy

QCA has produced a qualifications strategy to guide development of new units and qualifications by awarding bodies. It establishes:

• the guidelines and parameters for developing provision below level 2
• the fundamental requirements for the design of units and qualifications
• the three main curriculum strands forming progression pathways.

The strategy will inform accreditation of qualifications (into both the NQF and QCF) and will provide the basis of any new Entry Level and Level 1 regulatory criteria developed for the QCF.

The FLT Progression Pathways qualifications catalogue lists qualifications currently accredited to the QCF and confirmed as appropriate and eligible for use within FLT Progression Pathways. It will be of interest to all centres involved in development delivery of FLT Progression Pathways during 2008/9.

The catalogue will be updated regularly as new qualifications are accredited and as the allocation of performance points is confirmed. New versions of the catalogue will be posted to this page so please check back here regularly for up-to-date information on available qualifications.

Instructions for using the catalogue are on the first two pages. If you have any queries please contact us at flt@qca.org.uk

Further information

Further information on the different areas of work being carried out to reform provision below Level 2 can be found by accessing the links on this page.

If you have any queries about the FLT programme of work, please email the team at flt@qca.org.uk.