Following the closure of LLUK and subsidiary Standards Verification UK (SVUK) on 31 March, IfL has taken responsibility for three areas of their work to ensure continuity of standards and qualifications.

According to IfL, these areas are:

• Managing the quality assurance arrangements for endorsing qualifications offered by providers of initial teacher training, including the creation and maintenance of a register of approved teaching qualifications for further education and skills.

• Managing the process for mapping legacy qualifications and teaching and training qualifications awarded by bodies outside the further education and skills sector in England, to the national standards. This includes the transfer and ongoing development of the Tariff of Qualifications previously hosted by SVUK.

• Supporting candidates in the final stages of SVUK's General Professional Recognition Learning and Skills (GPRLS) scheme, ensuring that those who began GPRLS are not disadvantaged by the closure of LLUK and SVUK and have the opportunity to have their knowledge and expertise recognised. IfL has committed to explore an alternative to GPRLS through the creation of an experiential route to the full professional status of Qualified Teacher Learning and Skills (QTLS).

In addition, some functions previously held by LLUK will also transfer to the Learning and Skills Improvement Service (LSIS).

The transfer of functions are limited to Apprenticeship frameworks, qualifications and national occupational standards.

Meanwhile, the functions that have yet to be allocated to a new body are careers guidance, community learning and development (including Youth Work) and libraries, archives and information services.

Lee Davies, IfL's deputy chief executive, said: "We have been working with SVUK, the Department for Business, Innovation and Skills (BIS), the Learning and Skills Improvement Service (LSIS) and other national partners to agree on the final details of the transfer of responsibilities."

"It is important to recognise the contribution made by LLUK and SVUK, through the talents and energies of those who have worked there, to advance initial teacher training in further education and skills. IfL is delighted to have the confidence of the sector in taking over these three key areas and that LSIS will be working with and through IfL more widely on standards and qualifications for teachers and trainers and on data. IfL's new set of responsibilities cements the professional body's place in teacher education and training and gives our members a strong voice in the future of initial teacher training."

Susannah Fairbairn