May 2026
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This conference considered next steps in implementing the Lifelong Learning Entitlement.
The agenda examined what is needed for the entitlement to be able to meet policy ambitions for a workable, high-quality route to modular and flexible study for adults. Areas for discussion included sector readiness for delivery from January 2027, the relationship with existing adult skills and higher education short course provision, and expectations around learner demand, awareness and progression opportunities across the post-16 system.
It brought stakeholders and policymakers together to discuss the LLE in the context of the Government’s wider skills and growth agenda, including the Post-16 Education and Skills White Paper and the Modern Industrial Strategy. Attendees considered the interrelation of these strands of policy in practice, and steps that will be required for developing a funding entitlement into a delivery model that works for learners, employers and providers.
As implementation moves towards first applications from September this year, with courses and modules taking place from next January, sessions assessed sequencing of regulatory approvals and strategies for clear communication to learners and employers ahead of first applications.
Course structure
Discussion considered the practical design of modular learning and progression. This included how modules can be structured to support clear outcomes, credit transfer systems, progression from short courses to full qualifications, and frameworks for how course content can respond to employer demand in priority sectors.
Approaches to effective co-ordination between FE and HE modular frameworks were discussed, as well as recognition of prior experiential learning and microcredentials, approaches to maintaining coherence across modular pathways, and quality assurance expectations to ensure consistency and transferability between providers.
Attendees assessed what effective partnership models look like, how responsibilities can be shared between providers and employers, and options for making modular routes work for people at different career stages and with varying prior learning, caring responsibilities and access needs. This included balancing employer-led content with broader transferable skills and progression routes beyond immediate job roles.
Supporting access
Further sessions in the agenda examined the administrative and financial arrangements that sit behind modular delivery. We expected discussion on personal learner accounts hosted by the Student Loans Company, looking at loan and maintenance eligibility, data and metrics for outcomes, and arrangements needed to minimise cost and administrative burden while maintaining quality and accessibility. Digital usability of learner systems was considered, alongside approaches to learner tracking and data sharing, and the role of advice and guidance in supporting informed decision-making around modular study and debt.
Delegates also considered issues around scope of the LLE, including implications of excluding postgraduate-taught provision, and how this may shape workforce upskilling routes, employer-sponsored progression and advanced technical training pathways.
Wider funding framework
Further discussion looked at how the LLE interacts with the Growth and Skills Levy, devolved and local skills funding, and wider approaches to addressing regional skills gaps and workforce mobility, including coordination with combined authorities, Local Skills Improvement Plans, and regional industrial priorities. There were considerations around avoiding fragmentation or duplication across funding streams and commissioned provision, in relation to anticipated new evidence, including parliamentary research on lifelong learning and skills expected in April.
As well as key stakeholders those attending included officials from the Department for Education; Department for Business and Trade; Department for the Economy, NI; and Skills England.
