Lifelong Learning Entitlement
Anyone looking to study a course starting on or after 1 January 2027 will apply for student finance under the new LLE system. This is the case whether the ‘course’ in question is a traditional three-year degree, or a module (or two).
For those of us involved in implementing Data Futures, this general lack of chatter is both familiar and concerning. But it isn’t surprising. Several factors have conspired to make the LLE low priority for much of the sector.
Is the devil in the detail?
While the broad policy intent has been clear for some time, the process of working out the details required to translate that into reality has been anything but. The LLE has struggled through a less than stellar pilot (which featured very low awareness, low demand and few qualifications awarded), a change in Government (followed by a pause, reaffirmation, then delays), and weak messaging about the rationale for the change and how it will support the policy transition from education delivering skills rather than enhancing knowledge.
The LLE will fully replace the current student finance system and affect all HE Providers. But the opportunity to take part in the first phase of modularised provision is restricted to Providers with a Gold or Silver TEF status offering courses in specific subject areas, who will go through an application process and learn in the summer whether their application has been approved. So, if providers are eligible and if they apply, they will need to be prepared for a small window of opportunity to recruit students to the courses. In this context, it’s easy to see why the sector appears to be favouring a ‘watch and learn’ approach.
The price of a flexible education?
But the change also signals a shift in how learners can choose to study and the challenge here appears to have been significantly underestimated. The concept of full-time and part-time provision has long been somewhat problematic even when learners study at one institution and the LLE adds a whole new level of complexity. The shift to funding ‘stackable’ modules, which learners can choose to study at their preferred intensity, potentially engaging with more than one HE Provider at the same time, and/or with significant time gaps between modules, is a radical change. Making this work well for learners will require technical and cultural shifts in the ways in which universities develop and deliver programmes and how their systems work, potentially needing the unique learner number (ULN) to allow cross institution tracking of learners by institutions. But learners will also need to take greater ownership and connect their provision, working with providers to ensure what they study using their LLE translates to a qualification.
It’ll all blow over…won’t it?
In a context of constrained finances, most Executives are concerned with balancing the books and leading through significant change. Staff are worried about losing their jobs, or facing hugely increased workloads as they strive to cover for colleagues who have now left. Meanwhile, in an environment of education policy blight, rapid social change and an increasingly difficult geopolitical context… why would you spend time and energy worrying about something that still feels nebulous and uncertain?
Depending on your perspective, in the short term the LLE might make things worse for students with the removal of the split contribution model for siblings studying at the same time and by tightening maintenance loan restrictions to exclude eligibility where taught sessions are delivered at weekends only, for example. Meanwhile, some of the most entrepreneurial HEPs are prevented from participating in the first wave of development, student finance is getting some very negative press and, far from incentivising flexible HE learning, the LLE looks set to bake in restrictions for several years.
Do these things matter? Thinking back to the Data Futures experience, detail was thin on the ground until the last minute and would have benefitted from a considered and effective change process. There are positives to a slower roll-out and still time for the LLE to have a properly planned implementation with consideration of knock-on effects/interactions with other things. But, with nine months to go, we’re more likely to realise a watered-down version of the LLE focussed on funding rather than addressing the flexibility and skills agenda which would be at the core of a more substantive and learner centric focus for our HE sector.
Find out more
SUMS has created a guidance document detailing everything university leaders need to know before January 2027. Download our guidance here.
With expertise covering strategy and strategic planning processes the team at SUMS Consulting would be happy to help in supporting conversations further.
If you wish to discuss these topics further or need any additional information, please contact our consulting team on consulting@sums.ac.uk
