Student 2016/17 - The type of aim recorded
Fields required from institutions in All fields
The type of aim recorded
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This field details the type of aim recorded.
|Valid entries and labels|
All apprenticeship programmes – Standards or Frameworks – that are returned for the purpose of generating an ILR file must have one but not more than one programme aim (valid entry 1). Providers must also return at least one component learning aim (valid entry 3). Apprenticeship programmes returned as part of the Student record do not need to return a programme aim, but still return at least one component learning aim (valid entry 3). Component learning aims within an apprenticeship programme include competency based elements, knowledge based elements and functional skills learning aims. There should only be one competency based aim at any one time in an Apprenticeship Framework.
Details of whether a qualification is the competency or knowledge element of an Apprenticeship framework are held in LARS.
All Traineeship programmes that are returned to the SFA using the HESA data system must be returned with one but not more than one programme aim (valid entry 1).
Valid entry 3, Component learning aim within a programme, must be used for all learning aims within a Traineeship programme, unless it is a core aim.
If the programme is EFA funded, one learning aim will need to be identified as a core aim using valid entry 5, Core aim.
Refer to the Provider support manual for more information about recording Traineeships for continuing learners.
Other EFA funded programmes (not Traineeships)
All EFA funded study programmes must have a core aim. This is recorded using AIMTYPE 5. The core aim is the substantive learning aim being undertaken in a student’s programme of study. Please refer to the EFA funding documentation for further information about the core aim.
Learning aims that are not part of a Traineeship are recorded using AIMTYPE 4.
A programme aim is not recorded for an EFA funded study programme unless it is a Traineeship.
For academic study programmes, if the student's qualifications are of the same size, for example 3 A levels, the provider must assign one of these qualifications as the core aim.
Should a student withdraw from the core aim, the core aim should only be reassigned where the new core aim is clearly demonstrable to be a substantial and core component of the student's study programme. If an alternative aim that meets these criteria cannot be identified, the withdrawn aim should remain as the core aim.
For academic study programmes where all aims within the programme are of equal size there is no requirement to select another core aim should a student withdraw from the original core aim. Please refer to the EFA funding documentation for a definition of academic and vocational programmes.
It is expected that providers will be able to identify the substantive learning aim for the learner at the start of their study programme. It the core aim is unknown by the end of the funding qualifying period, then another aim should be designated as core until the substantive learning aim is decided upon and record. The aim type should then be re-assigned. The core aim must be finalised by the end of the teaching year.
Quality rules to follow
To differentiate between programme aims, Education Funding Agency funded core aims, component learning aims within a programme and learning aims that are not part of a designated programme (as defined in the Programme type field).
Data type: AIMTYPECodeContentType
|Owner||Information Management Services (including the Data Service and Learning Records Service)|
|Change management notes||Revisions to the Notes section for the field to align with the FE Individualised Learner Record (ILR) Version 3.|
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