Modular provision and the lifelong learning entitlement

Our B conditions apply to modular provision, including condition B3 which requires providers to deliver positive outcomes for students.

How we will regulate outcomes for modules at launch

We will not have a B3 measure in place from the launch of LLE in January 2027. However, the B conditions will still apply to providers delivering modular provision LLE funded modules.

We use a variety of sources of information in our regulation, including regulatory intelligence (reportable events and notifications) and data on student numbers, withdrawal rates, and other relevant indicators.

As with our current risk based regulatory approach, if we see or hear anything concerning, then we will consider what action might be appropriate, for example, contacting the provider to understand if there are areas of concern in terms of protecting the student interest.

For modules to be eligible for LLE funding, they are required to be part of a parent course. Under our proposals for the future quality assessment system, parent courses will be assessed as part of the TEF. Providers delivering LLE funded modules should therefore incorporate this in the qualitative element of the TEF, which will act as our primary mechanism for quality assessment.

Developing our approach to measuring outcomes for 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 for modules
• not planning to measure continuation in modular provision
• considering the data we will collect about modular provision in the Jisc and DfE student data returns.

We will be collecting data from 2027-28 to inform the development of outcome measures. 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 support providers’ enhancement activities and informed regulation in the student interest.

We currently anticipate that:

• this is 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 with regard to how we define completion for modules and how the study intention of the learner may impact completion.
• we will consult with the sector on any long-term measures before we implement them in OfS regulation.
• we will ensure that the data is robust before we implement them in OfS regulation.

We therefore expect the earliest this will be possible to implement a measure is 2030-31.

Continuation and progression 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.

This could include a measure of ‘progression’, for example, whether a student goes on to study another module, to complete a qualification, and what that completed module or qualification enables them to do, such as changing employment. We’ll reflect on the responses received to our call for evidence that suggested measuring progression from modules needed flexibility and that it might present particular challenges, such as when a student has studied at more than one provider.

We do not expect to develop a continuation measure for individual modules, as the current model for measuring continuation does not align with the short duration of modules. However, we will consider responses to our consultation on our future approach to quality regulation, including how outcomes for students on modules could be reflected in that system.

Future 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.