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Federation of Awarding Bodies,
Registered address:
75 Westminster Bridge Road,
London,
SE1 7HS,
Registration number: 0435560
Foundation Learning Tier
The FAB Foundation Learning Special Interest Group focuses on the key issues arising in relation to the Foundation Learning Tier- Key, basic and functional skills. The group is chaired by Alan Mackrill from IMI Awards and meets quarterly, with additional meetings held as required. Minutes from the meetings of this group are available on the members' section of the website.
FAB supports the intentions of Foundation Learning to engage young people and adults in accessible, meaningful learning, leading to raised participation, raised achievement and the embedding of lifelong learning.
To this end, FAB favours Foundation Learning, which provides quality learning programmes, varied assessment and a genuine choice of accredited qualifications.
Because of the diverse needs of Foundation Learning students, it is particularly important to promote personalised learning programmes that reflect learners’ individual needs and acknowledges previous educational background. Providers benefit from support and encouragement in realising the flexibility of Foundation Learning, thereby meeting learners’ varied needs. Any policy moves towards the development of a composite Foundation Learning qualification must be resisted.
FAB would welcome the opportunity to be more actively involved in any future strategic review of the Foundation Learning prospectus. Awarding bodies have immense experience in the design and effective delivery of qualifications to meet learner needs and they would be pleased to contribute to a review of this kind.
A clear and appropriate place within Foundation Learning needs to be determined for English for speakers of other languages (ESOL) qualifications. All learners aspire to nationally recognised high status qualifications and progression paths need to be accessible to ESOL students within a more broadly coherent provision. Existing, well established frameworks for assessing language development should inform any revised ESOL qualification requirements.