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Funding Methodology: Review of the Tariff for 2000-2001

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Funding Methodology: Review of the Tariff for 2000-2001 THE For action FURTHER EDUCATION Responses by: FUNDING (See table 1 at COUNCIL paragraph 2) Circular 00/02 Funding Contents paragraph Introduction 1 Funding Methodology: Review of the Tariff Consultation on TAC proposals 3 for 2000-2001 Progress on the review of institutional and geographical factors 38 Call for evidence on DODL 55 Summary Annexes This circular is of interest to college principals, chief education AConsultation officers, heads of external institutions, heads of higher education BProposals for changes to and institutions receiving Council funds. It is in three sections. cost-weighing factors Part 1 consults institutions on the tariff advisory committee’s CReview of institutional and proposals for the funding tariff for 2000-01. geographical factors Part 2 provides institutions with information on the progress of DTariff advisory committee the review of geographical and institutional factors and consults subgroup institutions on the conclusions reached. Part 3 calls for evidence ECall for evidence: DODL to assist the Distributed Open and Distance Learning TAC subgroup’s review of the tariff for open and distance learning. Further information Tricia Wor mald Funding Tea m Tel 024 7686 3113 Fax 024 7686 3100 E-mail [email protected] or write to: The Further Education Funding Council Cheylesmore House Quinton Road Coventry CV1 2WT. Website www.fefc.ac.uk Funding Methodology: Review of the Tarif f for 2000-01 Introduction 1 This circular has three parts; their purpose is as follows: • part 1 – to consult institutions on the proposals of the tariff advisory committee (TAC) for the funding tariff for 2000-01 • part 2 – to provide institutions with information on the progress of the review of geographical and institutional factors and to consult on the conclusions reached • part 3 – to call for evidence to assist the distributed open and distance learning (DODL) TAC subgroup’s review of the tariff for open and distance learning. Timetable 2 Response dates are shown in table 1. Table 1. Response dates Date Return Documentation 28 February 2000 Consultation Annex A to 00/02 28 February 2000 Institutional and geographical review: Annex C to 00/02 Staffing aspects in the tariff 28 February 2000 DODL: Call for evidence Annex E to 00/02* *an earlier return would be helpful to enable further analysis for the TAC meeting in March 2 Part 1: Consultation on TAC • achievement units for adult basic Proposals education and English for speakers of other languages (ESOL) courses Introduction • the outcomes of the review of English as a foreign language (EFL) 3 This part of the circular sets out for qualifications consultation the TAC’s proposals for the funding • assignment of cost-weighting factors tariff for 2000-01. This circular should be read (CWF) to qualifications. in conjunction with Circular 99/54 (Revised Funding Methodology for 2000-01, Including Individually listed qualifications Curriculum 2000) which contains further details 7 The Council has continued to extend the of the funding methodology relating to the number of qualifications individually listed in implementation of curriculum 2000 for full-time the tariff each year since 1995-96. In 16–18 year olds from September 2000. In 1999-2000, it is estimated that 80% of the total addition, annex B to Circular 99/54 contains enrolments on Council-funded qualification details of the proposed simplification of the aims, including NVQs, are now covered by funding methodology which is relevant to all individual listing. This represents 87% of provision and institutions. funded units, compared with 74% for 1998-99. Background 8 At its meeting on 16 September 1999, the 4 This circular is written in the light of the TAC agreed that to encourage stability, the work of the stage 2 working group on the review process of extending the individual listing of of the funding methodology which published its qualifications should be temporarily suspended report to the sector in September 1998. It takes for 2000-01. It considered that the evidence into account the implementation of curriculum based approach to identifying the tariff value of 2000 for full-time 16–18 year olds from a qualification described above should be September 2000, and the proposed new commended to the LSC and that it should be arrangements for post-16 education and training encouraged to adopt a similar approach in and the establishment of the Learning and Skills determining tariff values in its funding Council (LSC) in April 2001. methodology. 5 The implementation of these arrangements 9 Where an institution considers that there for post-16 education and training will inevitably are particular circumstances to warrant lead to significant changes for institutions. In individually listing a qualification, the Council the light of this, the TAC advised that changes to may consider, exceptionally, undertaking further the tariff for 2000-01 should be limited to those analysis of the data. Institutions which essential to take forward key government consider they have an exceptional case, priorities. should contact Claire Egan at the Council’ s Coventry office by 28 February 2000. Joint Summary of changes for 2000-01 submissions by two or more institutions are encouraged. 6 The proposals on which the sector is now being consulted include: Proposed change • the tariff for GCE A level General Studies courses Tariff for GCE A level General Studies • the introduction of narrower bands for 10 The tariff for GCE A level General Studies is additional support discussed in Circular 99/54 (Revised Funding • a proposal to consult further on Methodology for 2000-01, Including Curriculum changes to the requirement for the 2000) and has been the focus of previous student and/or parent or advocate to consultation. The sector was consulted in sign the additional costs form Circular 96/28 (Funding Methodology: Review of 3 the Tariff for 1997-98) on the TAC’s proposals its application. Consequently, FEDA is to for the tariff for 1997-98. These included a provide a guidance document and a series of recommendation for the tariff value of GCE A staff development seminars for the sector during level General Studies as part of a full-time 1999-2000. programme to be 22 units. This reflected the 15 The TAC considered, however, that the lower level of staff time generally associated sector should be consulted on two with the delivery of this qualification. recommendations. These are: In 1998-99 the median number of guided a. increasing the number of bands used in the learning hours (glh) assigned to GCE A level additional support mechanism and thereby General Studies was 76 compared to 340 for making them narrower; other A levels. The number of actual glh is b. undertaking further consultation on significantly at variance with the tariff units removing the requirement that the student assigned presently to the qualification. and/or their parent or advocate sign the 11 The proposal to reduce the tariff was additional support costs form. supported by the majority of the sector, but Increasing the number of bands opposed by the majority of sixth form colleges. The Council agreed at its meeting of 11 16 The sector agreed in the consultation on the December 1996 not to recommend this change, tariff for 1999-2000, that for 2000-01, that but to leave the issue to be considered as part of additional support is calibrated so that the the fundamental review of the tariff. number of units in each band, multiplied by the sector ALF, gives a monetary amount equivalent 12 The TAC considers that it would now be to the mid-point in the band. appropriate to consult the sector on this proposal once again. The report of the stage 2 17 The FEDA report concluded that there was working group confirmed that the guided strong support in the sector for increasing the learning hour is still the most appropriate basis number of bands used in the additional support for determining the tariff. The TAC believes the mechanism and thereby improving the funding unit value should be set at 12 funding relationship between expenditure incurred on units in recognition of the lower number of glh additional support and the funding units involved in its delivery. It wishes to consult the claimed. It concluded that there is evidence that sector on this proposal. student support is identified on the basis of band thresholds rather than need. Narrower bands Additional support mechanism would moderate the impact upon students and 13 During 1998-99, the Council commissioned introduce greater targeting of funds. the Further Education Development Agency 18 For 2000-01, the TAC recommends that the (FEDA) to undertake an evaluation of the number of bands be increased to better reflect additional support mechanism in the tariff. Its the actual expenditure on additional support for findings were reported to the TAC at its meeting the individual student. It considered that the on 15 July 1999. threshold for full- and part-time students should 14 The evaluation shows that the sector remain at the present value, but that subsequent broadly welcomes the commitment of the bands should be divided as illustrated in the Council to funding additional support and table of values at appendix 1 to annex A. Where strongly supports the additional support a student’s support exceeds the value of the top mechanism. Some aspects of the additional band, institutions are invited to consult the support mechanism were not sufficiently well regional office with details of the expenditure understood. The TAC considered that further incurred. guidance should be offered to the sector on the operation of the additional support mechanism to facilitate its wider use and to ensure equity in 4 Additional support costs form 24 One such incentive could be for the Council to agree that under certain circumstances, 19 The report identified widespread concern students who complete basic skills and ESOL within the sector that students and/or their programmes which do not lead to an externally advocate sign the additional support costs form.
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