Students have access to high quality learner support facilities who understand the needs of work-based learners and students are encouraged to interact with them. 

• Candidates see progression and life-long learning as a critical route for their upskilling and/or career progression, both within the organisation and on a personal basis.
• Support structures fit around the employees’ work commitments and are relevant and applicable to candidates’ current and potential roles within their organisation.
• Support Structures are clear to the learner from the outset of the programme.
• Employers are committed to the whole process and involved, as appropriate, - e.g. in support, guidance, feedback and mentoring for learners.
• Learners are appropriately trained to ensure that they can engage fully with the programme pedagogic models and ICT/e-learning tools.
• Support models incorporate mentoring (including peer mentoring) and tailored induction (to reflect WBL).
• Support models take into account support for transition between programme modules.
• Clear roles are defined for who supports students and who gives guidance on their learning.
• HEIs and colleges work together to provide unified support and guidance for progression and transition.
• Bridging courses are provided, where appropriate e.g. for additional subject knowledge or additional learning skills.
• Learners can change their tutors and/or mentors if the relationship does not work.
• Online support networks are provided, where appropriate, for learners and other stakeholders such as mentors and assessors
• There is provision for WBL students who may have additional support needs – this must be made explicit to ensure we accord with diversity legislation. 

• Delivery methods and support mechanisms (both physical and virtual).
• Assessment strategy.
• Employer feedback.
• Feedback from student groups.
• Data on student performance both during and after the course.