We’ve been talking to institutions preparing to deliver modules funded by the Lifelong Learning Entitlement to hear more about the opportunities and complexities they face.
In just over six months, the first students will start courses funded by their individual Lifelong Learning Entitlement (LLE) – the new flexible student finance system that supports students to study a full qualification or one module step by step.
The LLE will open up new possibilities for students, whether they are starting out, switching direction, or returning to learning after several years away. It will improve access and participation for learners no matter what stage they are in their lives, or where they are in their career, widening their higher education choices and study pathways and enabling them to study around work and other commitments. Individuals who already hold qualifications will also be able to access funding to retrain or change direction subject to eligibility and entitlement.
A modular experience
Modules and modular pathways offer a more flexible, personalised and non-linear experience, with students able to join at different times of year, studying individual modules and moving between and within institutions.
We recently hosted an online discussion with OfS-registered universities and colleges preparing to deliver LLE-funded modules from January 2027. We are planning further sessions so we get to hear from more institutions, and they get to hear from us.
These valuable conversations will help design and shape the development of our regulatory approach to modules and modular pathways in the future, whether that is LLE-funded or funded through other sources.
What we heard
For many institutions, LLE-fundable modules are expected to reflect their links with employers and support local and regional skills needs. They will likely be targeted at adult learners already in employment who are looking to develop or enhance their skills, offering flexible learning opportunities on top of traditional full-time study.
Learner support
Universities and colleges are tailoring the student experience to people that study a single module. They are thinking carefully about how they can support the learner experience, nurture a sense of belonging and ensure students are engaged. Induction and study skills support packages, more personalised guidance on choices and progression (particularly when learners are stacking modules over time), and flexible delivery models are all elements institutions are considering as part of their developing modular offer.
They are also thinking about how to incorporate continuous feedback throughout the delivery of modules to better support learners.
Positive outcomes from modules
We asked institutions for their view on what success looks like for modules. Many of the themes raised in the discussion reflect what we heard in our 2023 call for evidence, and that we have set out in our regulatory approach. This includes avoiding introducing measures too soon and ‘over’ regulating.
Institutions reflected that what success looks and feels like for someone studying modules might vary and include gaining targeted skills, career progression, upskilling, reskilling, or building credit towards further study. Institutions agreed that individual motivations for studying a module are more relevant to defining success from modules.
The OfS’s next steps
As we set out in the outcomes from our first phase quality consultation, we expect to set out proposals on a completion measure for modules in the second phase consultation in the autumn. We’ll also continue to have conversations with universities and colleges preparing to deliver LLE-funded modules in the coming months. We would welcome hearing from you - if your institution is eligible to deliver LLE-funded courses and would like to join a future session with us please contact us at [email protected].