Different people and organisations need different ways to participate. EAS connects shared foundations with relevant learning, practical application and continual development. These models are starting points for a conversation. Learning, delivery, support, access and commercial arrangements are agreed for each route.
Illustrative models for discussion. Scope, availability and terms are agreed before commitment.
Different models, one shared spine
Shared foundations. Different pathways. Continual growth.
Trust, ethics, privacy, security, inclusion and human judgement run through EAS. Reuse the core, tailor the application and retain your identity. Teaching, support and responsibilities adapt to the people and setting.
Education and lifelong learning
Shared foundations for learning, work and life.
EAS connects responsible AI capability with communication, creative thinking, teamwork and informed choices about learning and work. The aim is to help learners ask better questions, check information, explain their contribution and prepare for their next step. As opportunities and roles change, learners need ways to demonstrate what they can contribute and continue developing, not simply complete another course. The education model spans primary and secondary settings, sixth forms, colleges, universities and adult or community learning. School delivery is a natural extension of this model, to be developed with education partners through age-appropriate teaching, suitable tools, safeguarding and agreed support. It is not a claim that delivery is already available for every age or setting.
Intended value
Build on your educational expertise.Reuse shared responsible AI principles and agreed resources while retaining your curriculum, teaching approach, relationships and responsibilities. Connect scientific and technical learning with creativity, design and communication.
Prepare for meaningful next steps.Use suitable tasks, team projects, career exploration and opportunities to explain work. Help learners recognise transferable strengths and explore different routes as opportunities change. Where appropriate, connect preparation and reflection with work experience arranged by the education provider or employer. Classroom projects do not replace a placement or guarantee employment.
Respond to the whole learner.Plan accessible formats, pacing and support around age, experience and learning needs. Recognise that practical money knowledge, confidence and managing uncertainty also matter. Where these needs sit beyond EAS, connect with appropriate education, careers and specialist support rather than claim that EAS provides everything.
Plan the delivery
Co-design the route with educators around learners’ starting points and intended outcomes. Confirm staff readiness, materials, suitable tools, safeguarding, accessibility and review arrangements before delivery. School delivery is developed and agreed for the setting, not assumed from the availability of a college or workplace programme.
Choose the pathway
Separate the shared foundations from the named Foundation programme. Use EAS levels only where appropriate. Learners can deepen, broaden or refresh capability without every route ending at Gold.
Evidence, recognition and trust
Evidence and recognition
Gather age-appropriate examples, reflections and explanations of decisions. Any EAS recognition describes what has been reviewed. It is not a claim of regulated qualification status or guaranteed employer acceptance.
Trust in practice
Agree age-appropriate privacy, safeguarding and access before registration or sharing identifiable work. Include parental or carer involvement where appropriate and a clear route to help.
Agree the offer Agree delivery rights, resource use, cohort support, fees and any sponsorship. Qualification mapping, academic credit and funded provision require separate confirmation. None is included by default.
EAS connects workforce learning with responsible adoption, human capability and organisational change. Develop existing colleagues and support people entering or changing roles, with practice shaped around the work they actually do. The aim is to strengthen contribution and adaptability, not treat AI as a substitute for people or promise productivity gains before they are evidenced.
Intended value
Common expectations.Bring trust, ethics, privacy, security and human judgement into everyday decisions, not just an annual training requirement.
Different role pathways.Shape examples and activities around operations, customer service, finance, people teams or leadership. Deeper levels are not necessary for everyone.
Learning in the workflow.Give teams time to experiment within approved boundaries, share learning and improve practices. Leadership, culture and controls matter alongside skills.
Plan the delivery
Begin with a defined business area, sponsor and capability need. Agree the baseline, learning support, review capacity and measures before expanding across the workforce.
Choose the pathway
Use Foundation and Bronze where appropriate, then target Silver A, Silver B and Gold to relevant responsibilities. Refresh or broaden capability when tools, roles or organisational needs change.
Evidence, recognition and trust
Evidence and recognition
Review work quality, decision-making and application against a baseline. Report only what the evidence supports, with aggregated reporting where appropriate. Completion counts alone do not establish productivity.
Trust in practice
Agree who can see identity, evidence and reports. Keep learner references separate from routine identifying details where implemented. Governance learning does not certify regulatory compliance or production security.
Agree the offer Scope cohort numbers, delivery support, reporting and fees together. Single sign-on, organisation-specific access and integrations require technical scoping and verification. They are not assumed standard inclusions.
Help your team apply AI to worthwhile tasks, check the results and build better working habits. Where recruitment or budgets are constrained, start with a manageable learning commitment that develops the people you already have. EAS connects learning with your priorities, with any improvement assessed through quality, checking effort and practical evidence rather than assumed savings.
Intended value
Start with a real need.Choose a bounded task such as drafting a customer message, preparing a public-information summary or improving an internal template.
Make room to practise.Give colleagues time to test approved approaches, share what works and stop what does not. Build confidence alongside judgement.
Keep the value in-house.Develop internal champions where useful. Retain your processes, customer relationships and expertise while reusing common learning resources.
Plan the delivery
Agree a small cohort, an accountable manager and the right balance of guided sessions, practical work and review. Measure quality and total time, including checking and rework, before claiming savings.
Choose the pathway
Start at the appropriate point. Foundation and Bronze can establish safe practice and application. Silver A, Silver B or Gold should follow only where responsibilities and goals require greater depth.
Evidence, recognition and trust
Evidence and recognition
A useful outcome is a checked work sample, a defensible recommendation and an agreed next step. Any EAS completion recognition follows review against the relevant criteria.
Trust in practice
Use public, fictional or appropriately anonymised examples. Keep personal and confidential business information out of unapproved tools. Learning about governance is not independent assurance of your systems.
Agree the offer Agree the learners, levels, facilitation, review time, support, tool licences and fees in a written proposal. One Silver A or Silver B place is included, and you choose which. No fixed intake, included Gold places or external funding is assumed.
Relevant EAS services and preferential terms for organisations supporting public services, health, safety and community resilience.
Who it is for
Civil servants and their government departments and agencies, NHS bodies and other health-service organisations, ambulance services, police, fire and rescue services and wider emergency and public-service organisations.
Associated staff-support bodies, professional networks and supporting organisations can also discuss an appropriate route.
Intended value
Build useful capability while protecting trust, sensitive information and human accountability. Reuse shared foundations, tailor the application and retain the specialist responsibilities of your organisation.
Plan the delivery
Agree a service lead, suitable cohort, shift-aware timetable and support. Start with a bounded activity and confirm permissions, review and escalation before delivery.
Choose the pathway
Use Foundation and Bronze where relevant, then deepen or refresh learning according to role and responsibility. Completion does not authorise clinical, policing, emergency or other safety-critical decisions.
What the model could include
Responsible AI foundations for staff, volunteers and support teams.
Role-relevant learning for appropriate administrative, communication and organisational tasks.
Leadership and team development connecting learning with approved working practices.
Practical resources, evidence review and relevant refreshers within the agreed service.
Evidence and recognition
Review useful work, checking quality and decision explanations. EAS recognition records reviewed learning, not professional accreditation, regulator endorsement or permission to deploy AI.
Agree the offer Preferential terms can be discussed for eligible public-service and associated organisations. Agree scope, fees, supported places and procurement requirements individually. Supplier eligibility is not automatic.
Contact us for more information
We welcome conversations about preferential terms for eligible public-service and associated organisations. Service scope, eligibility, fees and any supported places are agreed before commitment.
EAS can help chambers, associations, guilds, business networks, sector clusters and community organisations connect members with relevant AI development. Strengthen your proposition while retaining your identity and trusted relationships.
Intended value
Listen to member needs.Identify common tasks, barriers and capability gaps before selecting learning. Keep the offer relevant rather than promoting a generic course catalogue.
Choose your role.Convene, refer, co-design or work with an agreed delivery provider. Participation does not require your organisation to become a training provider.
Learn across the network.Share approved examples and practical lessons, including what did not work. Build a useful feedback loop without sharing confidential member information.
Agree the offer Discuss member-funded, commissioned, sponsored or jointly supported activity. Agree any referral arrangement, revenue share, branding and renewal terms explicitly. None is assumed by joining the conversation.
EAS connects practical AI learning with personal growth, judgement and evidence you can explain. Your next step may be a new role, a better way of working or greater confidence in everyday life.
Intended value
Build a dependable core.Develop safe habits around information, accuracy, fairness and human responsibility. Learn when AI is useful and when another approach is better.
Apply it to your goals.Choose suitable personal, creative or workplace examples. Practise asking better questions, checking outputs and explaining your choices.
Keep developing.Return when your goals, role or tools change. Progress can mean a refresher or a new application, not always moving to a higher level.
Plan the delivery
Discuss an available route and the support you need. Confirm the cohort, dates, learning time, tutor input and accessible formats before joining. Rolling enrolment or monthly clinics are not assumed.
Choose the pathway
Foundation and Bronze can provide a starting route where suitable. Existing capability should inform placement, with reviewed evidence guiding deeper Silver A, Silver B or Gold development.
Evidence, recognition and trust
Evidence and recognition
Build checked examples and reflections that help you describe your contribution. Share only appropriate material. EAS recognition follows the relevant review and is not a regulated qualification claim.
Trust in practice
Know which organisation supports your learning and who may see your work. An independent learner route needs a clear privacy arrangement. Keep personal and confidential information out of unapproved tools.
Agree the offer Agree fees, inclusions and any employer or sponsor support before enrolment. No bursary, job outcome or open-access place is guaranteed. Confirm any required third-party tools separately.
EAS welcomes charities and CICs into responsible AI learning through an agreed no-cost supported offer. Help staff and volunteers build useful capability while keeping human relationships and community purpose at the centre.
Intended value
Focus on useful tasks.Practise public-information summaries, volunteer communications, draft funding narratives and synthetic impact-reporting examples. Check every claim before use.
Protect people and trust.Build confidence in knowing what not to share, when to stop and who should review. Sensitive casework is not a default training input.
Recognise contribution.Value volunteer and staff development equally. Help people describe their learning, checked work and next steps without overstating what a certificate proves.
Plan the delivery
Plan short, supported activities around service delivery and volunteer availability. Agree facilitator input, accessibility, review and a named organisational lead before starting.
Choose the pathway
Use shared foundations and relevant Foundation or Bronze learning, with deeper development where needed. Additional specialist work and progression are scoped rather than assumed included.
Evidence, recognition and trust
Evidence and recognition
Review practical work and reflect on service quality, checking effort and any measured time benefit. Record participation separately from outcomes. A policy template still needs organisational review and approval.
Trust in practice
Use fictional or appropriately anonymised examples and approved tools. Keep beneficiary identities, health details and safeguarding information out of general learning activities and unauthorised AI services.
Agree the offer Confirm eligible participants, supported places, service scope and availability before release. The no-cost offer does not imply unlimited services or an automatic funding award. Bespoke additions require separate agreement.
EAS can support young people outside education, employment or training and others returning to learning. Start with their interests, strengths and support needs rather than defining people by a status. Colleges and training providers have their own specialist one-pager.
Intended value
Build confidence safely.Use manageable activities and visible progress. Give learners time to ask questions, make mistakes and recognise what they can already do.
Work with trusted support.Connect delivery with existing keyworkers, educators or community teams. Clarify responsibilities instead of duplicating relationships.
Open realistic possibilities.Use suitable creative, community or workplace tasks to explore interests. Agree a personal next step without promising a placement or job.
Plan the delivery
Agree small-group support, accessible materials, pacing, attendance flexibility and safeguarding before recruitment. Visits or external briefs depend on suitability, consent and confirmed partner capacity.
Choose the pathway
Introduce shared foundations through an appropriate supported route. Foundation and Bronze may provide progression where suitable, but readiness and personal goals determine the next step.
Evidence, recognition and trust
Evidence and recognition
Recognise participation and reviewed achievement distinctly. Record a learner-owned next-step plan and agree proportionate follow-up. Do not claim reduced unemployment or successful destinations without evidence.
Trust in practice
Do not place sensitive histories or safeguarding disclosures in ordinary portfolios. Use a named support route, age-appropriate arrangements and only the information needed for safe delivery.
Agree the offer Aim for no cost to the learner within a confirmed commissioned or sponsored offer. Agree eligibility, funded places, support, fees and referrals before enrolment. No particular grant or tariff is assumed.
Responsible AI practice. Relevant to the occupation.
EAS can complement an apprenticeship by helping learners apply AI appropriately, check outputs and explain decisions. The apprenticeship provider and employer remain central to planning, delivery and assessment.
Intended value
Start with the occupation.Identify tasks where AI could help and where it should not be used. Connect learning with the apprentice's responsibilities and workplace controls.
Support human capability.Develop communication, curiosity, collaboration and judgement alongside practical use. The learner remains accountable for explaining their own work.
Avoid duplicate effort.Explore relevant evidence and activities with the provider. Reuse only where suitable, with provenance and assessment requirements preserved.
Plan the delivery
Agree the relationship with the training plan, protected learning time, supervision and review. Any mapping to knowledge, skills and behaviours must be specific to the standard and checked by the provider.
Choose the pathway
Select relevant Foundation, Bronze or deeper learning rather than attach a fixed EAS level to an apprenticeship level. Formal assessment decisions remain with the responsible provider and assessment arrangements.
Evidence, recognition and trust
Evidence and recognition
Use checked task records, declared AI assistance and reflection to support learning. EAS recognition does not replace an apprenticeship award or guarantee acceptance of evidence in formal assessment.
Trust in practice
Keep employer information in approved environments. Do not use AI to conceal authorship, manufacture evidence or bypass occupational, professional or safety requirements.
Agree the offer Do not assume EAS fees are levy-funded, transferable or count as off-the-job training. The provider must confirm any eligible provision and funding treatment before it is quoted or contracted.
Bring your expertise. Connect it to continual growth.
EAS offers a shared foundation for organisations developing talent, advancing research, widening participation or strengthening responsible practice. Contribute your distinctive expertise without recreating the whole learning journey.
Intended value
Keep your specialism.Connect your insight, permitted resources or mentoring to relevant learning. Retain your mission, identity and relationships.
Broaden participation.Shape activity around lived experience, accessibility and additional learning needs. Design support with the people it is intended to serve.
Connect creative practice.Bring creativity, imagination, design and communication alongside scientific and technical expertise. Use creative practice and events to explore responsible application and human judgement.
Agree the offer Scope co-design, contribution, commissioned delivery or sponsorship separately. Record costs, rights, responsibilities and any funding conditions. Participation does not automatically include delivery or assessment authority.
We will help you compare the learning commitment, support and evidence requirements for your organisation. Your proposal will clearly explain what is included, any charges and the arrangements needed before delivery begins.
Learning commitment
Understand guided sessions, independent practice and workplace activity.
Delivery support
Agree the balance of tutor input, learner resources and employer involvement.
Evidence and recognition
Confirm what learners must demonstrate and what any recognition represents.
Funding and access
Explore suitable routes without assuming eligibility or an automatic entitlement.
Questions
Support and inclusions
What is included in my programme?
Your programme information will confirm the learning levels, delivery format, tutor support, assessment and evidence review included. It will also explain any third-party tool costs, access period and CLD refresher entitlement before you commit.
Extra coaching, reassessment, specialist projects or advanced levels may have separate terms. Contact us if you need a programme tailored to your organisation.
Does EAS replace an apprenticeship, degree or specialist course?
EAS is designed to complement wider learning and career development. Where appropriate, we can discuss progression or referral routes, but funding eligibility, recognised credit and formal qualifications depend on the relevant provider and agreement.
Build a model around your organisation
Tell us the audience, the group size and the funding route. We will shape a cohort plan, a recognition map and a reporting pack against it.
