Definitions
Help with terms used in this manual
All students aged 16 to 19 in England are funded for an individual study programme. Study programmes have a core aim, are tailored to each student, have clear study or employment goals reflecting the student’s prior attainment, and include:
- substantial qualifications
- mathematics and English for students who have not achieved grade 9 to 4 at GCSE in these subjects
- high quality work experience or work preparation
- added value non-qualification activity that supports the students’ goals and is integrated into the study programme
Qualification that prepares people without traditional qualifications for study at university.
Technical qualification that builds on the outcomes within an occupational standard and supports an individual to specialise within an occupation – see more about additional specialist qualifications.
Source of fees and support to help people aged 19 and over to undertake general and technical qualifications between level 3 and level 6.
Organisation that develops, delivers and awards qualifications.
The last date on which an awarding organisation has indicated that certification is available.
Core maths qualifications are suited to students who are wanting to progress to a higher level of study with a particular mathematical focus, for example science, technology, engineering and mathematics (STEM). They will also prepare students for further study and careers with a strong quantitative element, such as geography and psychology.
Technical qualification that selectively covers outcomes from at least two occupational standards and enables students to demonstrate competencies which allow them to perform a specific function derived across different occupational areas.
The ESFA is an executive agency, sponsored by the Department for Education. It is accountable for funding education and skills for children, young people and adults in England.
Technical qualification that provides entry to an occupation which is recognised by IfATE, but for which no occupational standard currently exists on the occupational maps.
Web-based search facility for qualifications and their components, and their associated validity and funding details in England.
Group of regulated qualifications that meet our approval principles for funding, and for delivering to defined groups of students.
The skills white paper set out a vision for a skills system that supports people to access the skills required, and to get the jobs our economy needs, increasing productivity, supporting growth industries and giving people opportunity. DfE has been seeking views on proposals for a reformed adult funding and accountability system to help deliver this vision.
Adding a qualification to one or more of our funded offers if that qualification meets our approval principles for public funding.
From 1 September 2020, we stopped considering all newly regulated qualifications at level 3 and below for funding approval, for students aged 16 and over (including 19 plus). This moratorium is separate from the moratorium on new technical or applied qualifications being added to the 16 to 18 performance tables but runs alongside it.
Showing that a qualification will receive public funding from us within a specific qualification offer.
The period of time that starts on 1 August in one year and finishes on 31 July in the following year.
An employer-led crown non-departmental public body, which develops, approves and publishes occupational standards and apprenticeship assessment plans. IfATE also approves the content of T Levels and creates the occupational maps which encompass all occupations for which technical education is appropriate. This includes apprenticeships, T Levels, higher technical qualifications and the technical qualifications covered by this manual.
Announced by the Prime Minister in 2020, part of transforming the skills system to ensure more people can get the skills they need to progress into employment. This includes level 3 qualifications.
Technical qualification that enables entry to an occupation aligned with an occupational standard - see more about occupational entry.
Occupational maps group occupations with related knowledge, skills and behaviours into pathways. This makes it easier to see the opportunities for career progression within that particular route. In a qualification context, occupational pathways are the route a student will take through a qualification. They usually relate to qualifications in which students have the possibility to pursue more than one route through the compilation of optional modules or units within the qualifications structure.
Technical qualification that selectively covers outcomes within an occupational standard(s) and enables an individual to demonstrate achievement of outcomes which employers identify as supporting progression into or within the occupation.
These are standards published by IfATE. They set out the knowledge skills and behaviours that are required for an individual to be competent in an occupation.
Ofqual regulates qualifications, examinations and assessment in England. Ofqual is independent of government and reports directly to Parliament.
The Office for Students is the independent regulator of higher education in England. It is independent of government and reports directly to Parliament.
The date on which the qualification is no longer available to new students, because there is insufficient time for new candidates to complete all the learning required before the certification end date.
The date on which the qualification becomes available for teaching to students.
DfE’s school and college performance tables are published annually (with the exception of 2020 and 2021 due to the pandemic). They report:
- key stage 2 results for primary schools in December
- GCSE and equivalent results for secondary schools (provisional results in October and revised results in late January)
- A Levels and other 16 to 18 results for schools and colleges in late January and March
School and college performance tables provide a reliable, accessible source of comparative information on pupil attainment and progress.
A relative indication of how demanding the qualification is, assigned by an awarding organisation in line with Ofqual’s published level descriptors.
An indication of how long a provider of education and training will typically take to deliver the qualification to a student, measured in guided learning hours (GLH). We use the GLH values in Ofqual’s Register of Regulated Qualifications.
The title of the qualification, as it appears in Ofqual’s Register of Regulated Qualifications.
QAA is an independent charity working to benefit students and higher education. QAA manages the scheme for the recognition and quality assurance of Access to Higher Education diplomas.
Ofqual’s register that contains details of recognised awarding organisations and the regulated qualifications that they offer.
A classification of qualifications into business sectors or subject areas, maintained by Ofqual. There are 15 broad ‘tier 1’ subject areas and 50 more detailed ‘tier 2’ sub-SSAs.
A new simplified and consolidated adult funding, which would merge the skills funding that is directly provided by DfE into a single Skills Fund, incorporating the Adult Education Budget, including Community Learning and elements of the National Skills Fund.
Two-year courses at level 3 which are taken after GCSEs and are broadly equivalent to 3 A levels. These courses are approved by IfATE and have been developed with employers and businesses, so that the content meets the needs of industry and prepares students for work.
T Levels include 3 compulsory parts:
- a technical qualification
- an industry placement
- any other elements determined by the IfATE
They will provide the knowledge and experience needed to progress into skilled employment, further study or a higher apprenticeship.
One-year study programme at level 2 designed to support progression onto T Levels in a specific route, for young people who would benefit from an additional year before starting their T Level.
Technical routes are structured around clusters of occupations that share common knowledge and skills. They offer progression to and through skilled employment.