Remote and blended teaching: control the delivery plan

Avoid a universal percentage rule

Remote-delivery permissions depend on provider status and course circumstances. Some 21–40% arrangements require prior UKVI approval; specific exceptions exist. Document 2 sets the scope, calculation and evidence requirements. Do not read a percentage in isolation as general permission.

The practical starting point is the approved course design. If students can elect to participate remotely, or if the delivery model changes after recruitment, the compliance team needs a reliable description of what is actually offered.

Suggested course-control register

Give each course a versioned delivery record. Identify taught elements, optional online participation, placements, research and exceptional arrangements separately so the reviewer can apply the official method. Record assumptions and the source of each figure.

Bring proposed changes through a change-control meeting that includes academic and compliance staff. This can catch differences between the approved plan, the timetable, marketing promises and the actual student experience.

• Identify the provider’s status and the course category before calculating.
• Document the delivery model and distinguish its component activities.
• Record any approval, justification or exception relied upon.
• Compare the approved plan with the CAS and published course information.
• Adapt engagement evidence so remote activity is visible and reviewable.
• Reassess material changes and retain the decision history.

Accessibility and disruption

A change made for a particular student’s needs should have a clear factual basis, owner and review point. Record only the sensitive detail necessary for the decision and keep it in an appropriately restricted system.

Plan how the institution will respond to interrupted delivery without assuming that an emergency removes all sponsor duties. Identify the decision maker, the official provision to check and how students will receive accurate information.