Modular provision and the lifelong learning entitlement

Providers delivering modules, whether funded through the LLE or other funding sources, need to meet conditions of registration B1, B2 and B4. These require them to deliver a high quality academic experience, ensure that students have access to the resources and support needed to succeed, and ensure that assessment is effective and enables students to demonstrate achievement.

Condition B3 requires a provider to deliver positive outcomes for students on its higher education courses. We currently use measures of continuation, completion and progression beyond higher education.

We set out below how we expect to develop our approach to measuring outcomes for students on modules.

In 2023, we issued a call for evidence on measuring outcomes for students studying modules. We published the summary of responses to the call for evidence in 2025. Key findings included:

• ensuring positive student outcomes is seen as important
• what constitutes a positive outcome may be different for students studying one, or several, modules, in contrast to a student on a more traditional full time three or four year undergraduate programme
• around half of responses agreed that a measure of ‘completion’ is an appropriate part of delivering policy aims as part of the LLE.

In response to this, we are:

• developing our approach to measuring completion of modules
• considering the data we will collect about modular provision in the HESA and DfE student data returns.

We will be collecting data from 2027-28 to inform the development of a student outcome measure. While we intend to significantly reduce the amount of information collected at module-level for those students on full courses ahead of a move to in-year student data collection, we expect to retain and extend the information collected for those students on modular pathways, including about module completion.

Completion measure

Once module completion data becomes available for students on modular pathways, we expect to develop a completion measure.

This would sit alongside existing completion measures for students on full courses, extending the evidence base available to measure and regulate positive outcomes. 

We currently anticipate that:

• we are likely to measure completion in a very similar way to our existing completion metric, adjusted to account for the much shorter length of study
• we will consider the points raised in the call for evidence, including how we define completion for modules and how the study intention of the learner may impact completion
• we will be collecting what is required for a completion measure through data returns from the 2027-28 academic year to inform the development of a completion indicator
• we will work with the sector to explore the development of this measure for students and will consult on our approach
• the exact date for introducing thresholds which we will regulate will then depend on data quality and would not be likely to be in place until 2028-29 or 2029-30.

Until a completion measure for modules and associated thresholds are introduced into condition B3, we would still expect providers delivering modular provision to ensure that students achieve positive completion outcomes on their modules. We are likely to propose a change to condition B3 in our quality consultation in autumn 2026 to reflect this expectation.

Where we identify very low rates of module completion, we may seek to understand this better. If appropriate, we may consider use of our regulatory powers and sanctions, such as investigations or imposing a specific ongoing condition of registration, for example.

Given the shorter length of modular study, we also think it is reasonable for providers to use the completion rates of the relevant parent course as a reference point when considering expected completion levels for individual modules.

Other measures

As we better understand the extent of modular study, including provider and student behaviour, we will also consider what additional outcome measures will be helpful and how best to obtain the relevant information.

For shorter study durations, completion of a module and progression to a subsequent module will provide information broadly comparable to the continuation indicator used for full courses. We will monitor modules on this basis and will also consider whether additional measures might strengthen our ability to monitor effectively, such as a retention indicator.

Developing measures will take time and we need to consider wider policy such as DfE’s expected consultation on the inclusion of break points in degree programmes to create a more flexible learning offer. This aims to enable more further education and higher education providers, working together or individually, to deliver high quality higher education Level 4 and 5 courses that meet employer needs and lead to positive economic returns.

Integrated approach to quality regulation

We recently consulted on a future approach to quality regulation, which would more closely align assessment of B conditions with the Teaching Excellence Framework (TEF) in a simpler system. We expect modular provision to be covered by the future approach to quality regulation, and as we consider responses to the consultation, we will keep in mind how outcomes for students on modules could be reflected in that system.