This can be a hot issue, since it determines the size of a qualification. GLH must always be an estimate but, once estimated, it becomes an important figure. It is made up of the time that is allocated to direct teaching, plus any other structured learning time. This includes directed assignments, on-the-job assessment, or individual study, which is supported by a tutor or trainer.
Guided learning hours also refer to all times when a member of staff is present to give specific guidance towards the course being studied on a programme’. This includes supervised study; for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners’ achievements, for example in the assessment of competence for vocational qualifications.

GLH does not include private study that the learner chooses to do in his or her own time. It does not include time spent by staff in the day-to-day marking of assignments or homework where the learner is not present. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learner. General study time, for example in a library, should not be included, even though a member of staff is in attendance.

Please note where a learner taking a vocational qualification is being assessed in the workplace, only those hours when the provider’s staff are directly assessing the learner’s competence should be counted as guided learning hours

The category directed assignments is contentious. Someone has to estimate how long a candidate should take on each assignment and someone else has to agree that the estimate is fair. If a candidate takes longer, that’s up to them; it doesn’t contribute to the total GLH. Similarly, just how available does a tutor or trainer have to be to make it supported study rather than private study? In the room? Next door? On the end of a phone or a video link? There are no hard-and-fast rules, and there cannot be.