What they should cover

A LA should be a personalised contract between provider and learner.     Inevitably, that is not always possible, and standard LAs will be used.     But the possibility of individual variations, negotiated between provider and learner as appropriate (eg over timetables for TMAs), should not be excluded.

The standard LA adopted by the provider will depend upon their particular style.     Differences in style do not necessarily denote differences in quality, but such differences should be explicit in the LA , eg:

Outcomes.     Standard outcomes are specified in the prospectus.     But a learner may wish to vary the outcome (eg by taking a course without sitting a final exam).     This should be explicit in the LA .

Time Limits.     Some providers impose strict limits on the time between enrolment and completion; others may be more flexible, but still archive records after a period and charge a rejoining fee, particularly if new materials need to be sent out.     Others operate a completely open-ended policy.

Timetables.     Some providers ask the learner to agree and adhere to a timetable for the submission of TMAs (as in much conventional education).     Others will agree one if asked by the learner; others insist that learner-control means that it is inappropriate for the provider to operate a timetable.

Chasing.     Some providers will chase learners who have failed to meet the deadlines specified in their LA;    others only if it has been incorporated into the LA that they should chase.     Others never chase as a matter of policy, arguing again that the principle of learner control makes chasing inappropriate.

Tutor Contact.     The LA should specify how much, when and how;    whether there will be a personal tutor, or merely a marking tutor;    and what turnaround times are intended or guaranteed.

Optional Extras.     Is supplementary reading required, recommended, requested or irrelevant?     If so, how much reading is required?     Are additional face-to-face components (eg workshops or revision classes) offered?     Are they central or peripheral to the course?

Careers.     Does the provider offer career placement, informal advice, or no career guidance?

External Awarding Bodies.     Who registers the learner for exams?     Where & when are they sat?

LAs can also cover a variety of other issues, such as project work, peer-group contact, or mentoring.

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