Work-based learning Programmes are delivered and supported in cost and time efficient ways that minimises loss of time and maximises efficiencies in cost and time both for the employer, provider and the individual work based learner. 

• Effective use of technologies is made to deliver and support work-based programmes to maximise cost and time efficiencies for employers, individuals and providers.
• Delivery makes full use of progression routes, recognition/accreditation of individuals prior learning/qualifications to offer credit and exemptions to accelerate progress through programme pathways.
• Delivery enables the attainment of learning outcomes to be personalised to individual employees/employer needs.
• Delivery enables learning outcome assessments to be achieved through activities that are based on the context of an individual’s work or workplace
• Delivery is based on blended and flexible approaches that focus on process-driven curriculum, self-directed learning, experiential learning and evidence-based assessment. 
• Delivery offers learners choice, control and flexibility to determine individual progression pathways that meet individual or employer need.
• Delivery and support encourages ongoing review of progress against Personal Development Plans and negotiated refinement of plans, learning milestones and timescales with tutors and assessors in accordance with learner progress, preferences and needs. 
• Delivery and support offers learners flexibility of when, where and how to engage with their learning
• Delivery and support provides both face-to-face and online opportunities for learners isolated in small to medium companies to form peer groups with other work-based learners.
• Work-based Learners are supported by both an academic/tutor and work-based mentor/assessor.
• Support roles and responsibilities are clear to the Learner from the outset of the programme.
• Support structures and resources are accessible to Learners outside traditional academic term times. Online support networks are provided, where appropriate, for learners and other stakeholders such as mentors and assessors.
• ICT Helplines and support is provided both during and outwith academic term times. 

• Examples of activities/decisions that have achieved costs and time efficiencies in programme  delivery and support through the introduction of ICT.
• Examples from your WBL Programme that illustrate accelerated progression as a result of accreditation/recognition of prior learning
• Examples from your WBL Programme that are designed to  give module exemption for pre-determined expertise and/or previously attained qualifications.
• Examples of activities that have enhanced support using WB mentors/assessors
• Examples that illustrate effective use of PDP to inform learner choices and negotiations
• Sample work from WB learners that illustrate the assessment of learning outcomes situated in the context of an individual’s work environment and/or role in a company.