Careers service shake-up ‘rebrand, not reform’, say MPs

MPs have criticised an “absence of information” about a planned merger of the National Careers Service (NCS) with Jobcentres, almost a year after plans to reform the government services were first announced.

In November last year, the Department for Work and Pensions (DWP) announced that it would create a more “personalised” jobs and careers service for jobseekers by combining the two services.

This was part of a promised “groundbreaking new approach” to the services Jobcentres provide, designed to improve links with local employers and support people who want to progress at work or retrain.

But a report by the MPs on the work and pensions select committee has called for a more “ambitious and energetic approach” to the merger, after the DWP only provided “an outline sketch” of its plans.

The committee praised the merger as an “exciting opportunity” to change Jobcentres’ culture of employment support to a longer-term focus that tries to build people’s “sustainable careers” with a greater emphasis on “aspirations and development”.

However, it warned that the merger risks being “little more than a rebranding exercise” if the DWP fails to resolve issues such as contract changes for NCS staff, accountability structures and devolution arrangements. 

Committee chair Debbie Abrahams also called on the DWP and DfE to draw up a joint national strategy for adult careers services, which are currently a “hodgepodge arrangement” due to shared responsibility between the DWP, the DfE, local government, private providers and FE colleges.

NCS providers also told the committee they are “operating under uncertainty” due to a lack of clarity about how their services will be integrated into the new service.

The National Careers Service is a Department for Education (DfE)-funded service for adults run by nine regional “prime contractors”, who manage a network of “sub-contractors” with a total annual budget of about £55 million.

In June, the DWP announced a single “pathfinder” pilot of an improved jobs and careers service in Wakefield, West Yorkshire, with a budget of up to £15 million, but “did not set out details” of changes it is testing, the committee said.

A government announcement said the pathfinder Jobcentre will offer careers events, more personalised appointments and extra training for staff, but did not set out how or whether National Careers Service staff would be involved.

In their recommendations, the committee said the DWP and DfE should work together to develop a national strategy for careers advice to guide the objectives of England’s “confusing and fragmented system”.

The government should also review funding for the “under-valued and under-utilised” NCS, to fund additional sessions with people with the greatest need.

Other recommendations include protecting the “distinct role and skills” of careers advisers who move into the new jobs and careers service, confirming how it will measure its success, and publishing a transition plan for integrating the NCS with Jobcentres.

The committee has also published a separate report calling for “more detail and ambition” from the government on its plans to shift the work Jobcentres do “away from monitoring benefit conditions and towards employment support”.

A government spokesperson said: “As the committee recognises, we are already delivering ambitious reforms through the new Jobs and Careers Service, helping people to find good jobs with lasting career progression.

“We are determined to build a workforce equipped with the skills for the future economy and are working hand in hand with employers to deliver tailored recruitment support to more than 8,000 of Britain’s biggest businesses. 

“Alongside the biggest overhaul of jobcentres in a generation, we are investing £240 million to get Britain working and grow the economy by guaranteeing every young person the chance to earn or learn, tackling inactivity and joining up work and health support as we deliver on our plan for change.”

MPs demand funding and transport guarantees for FE SEND students

SEND students are being “overlooked” by further education policymakers and local authorities, leaving “significant gaps” in provision, staff shortages and vulnerable learners “locked out” of education.  

The government have been told to create a ringfenced funding stream for special educational needs in FE after a damning parliamentary inquiry found post-16 SEND students were “rarely seen” as a funding priority.

In their ‘solving the SEND crisis’ report, the education select committee found young people with SEND experience a “sudden drop” in support when they leave school causing a very low likelihood of them passing maths and English qualifications and accessing vital specialist transport.

Committee chair Helen Hayes said her recommendations will require government investment, such as equipping front-line staff with training and resources, and a universal free bus pass for under-22s.

“Any piecemeal alternative would mean that we later look back at this period as the moment the government failed to finally solve the SEND crisis,” she said.

But FE experts had a mixed response to the report with some saying it “barely scratches the surface” of what post-16 SEND learners need.

Clare Howard, CEO of specialist colleges organisation Natspec, said the report missed calling for a clear designation for specialist FE, statutory access to transport and action on the pay gap between colleges and schools.

“We urge ministers to ensure that the SEND reforms in the upcoming white paper fully embrace further education, building on the committee’s recommendations,” she said.

“We want to see bold measures that give every learner, whatever their needs and ambitions, the chance to thrive during and beyond education.”

Government never fully costed SEND support

The report slammed the government after finding FE receives “insufficient attention” within SEND policy.

In the Children and Families Act 2014, policymakers extended the age range for young people to have the right to an educational, health and care (EHC) plan to 25 years old.

But Natspec told the committee this extension was “never fully costed”, ultimately leaving FE “disproportionately underfunded” and providers’ stretched with the support they can provide.

The report said 26.3 per cent of EHC plan holders are aged 16–25, but less than 10 per cent of the high needs budget goes to this age group.

“Despite this, these students are ‘rarely seen as a priority for funding’ by either local authorities or the government across SEND and FE policy,” the committee added.

MPs said their recommendation of ringfenced funding would enable FE providers to recruit and retain specialist staff, provide tailored learning resources, and make the reasonable adjustments necessary to ensure mainstream post-16 education is “genuinely inclusive”. 

MPs also urged DfE to work across government to develop a “clear” strategy to address rising SEND-related deficits, which have been suspended from local authorities’ accounts until March 2028.

Catherine Sezen, director of education policy at the Association of Colleges, welcomed the inquiry’s conclusions.

“Current funding pressures are undermining the ability of colleges to deliver the high-quality, personalised support these learners deserve,” she said. “Without targeted investment, we risk failing a generation of young people at a pivotal stage in their development.”

Creating ‘genuinely inclusive’ support

The report said more than a decade after major SEND reform, the system was not delivering “as intended”.

“Gaps in provision and capacity are creating barriers to timely support, limiting progress, and preventing improved outcomes for children and young people with SEND,” the committee said.

The committee recommended the Department for Education establish a national standardised framework offering evidence-led guidance and real-world SEN support examples for educators, “providing a consistent baseline to help education settings become more inclusive”.

“In the long term, a genuinely inclusive, well-resourced mainstream education system will bring down the desperate struggle to obtain an EHC plan,” Hayes said. “This will also help stabilise the sector financially.”

Howard added: “Crucially, the report recognises that we need to raise the floor of provision, not lower the ceiling of entitlement, and that reforms must be introduced gradually and carefully so that inclusion is built on strong foundations rather than quick fixes.”

Review home-to-school transport

MPs also heard nearly 60 per cent of SEND learners face changes to their transport arrangements when they turn 16, with one in seven losing it altogether. 

Councils are not obliged to fund transport for learners over 16, but some continue to provide it with the addition of a financial contribution from families.

“No young person should be locked out of education because of a transport need,” they said.

An FE Week investigation last year found instances of young learners neglected from poor council transport provision.

The committee advised the government review home to school transport and force councils to provide travel training programmes so young people can learn to travel independently.

MPs also supported the transport select committee’s call in August for a universal free bus pass for under-22s to ensure access to education and training.

English and maths

The report urged reform to the post-16 condition of funding, requiring maths and English GCSE students to resit the qualification if they don’t achieve a grade 4 or above.

SEND learners are around 40 per cent less likely to pass English and maths GCSEs, even with resits.

Additionally, only 30 per cent of young people with EHC plans achieved level 2 qualifications by age 19 in 2021-22, compared to nearly 37 per cent in 2014-15.

“We also agree that the current English and maths condition of funding policy should be reviewed as a matter of urgency,” Sezen added. “We would like to see a system which ensures that more young people achieve a solid foundation on these crucial skills at both 16 and post-16.’’

Students without the grade 4 pass at age 16 should be placed on one of three pathways, the committee recommended. Those with a “realistic prospect” of achievement should be supported to do, alternative qualifications should be offered to students who are “very unlikely” to achieve and students on vocational courses should be “considered for exemption” if employers are assured English and maths skills are embedded in the curriculum.

The committee also raised concerns about the extent to which the apprenticeship pathway is genuinely inclusive for young people with SEND.

“The reduction in young people with SEND remaining in apprenticeships risks limiting career prospects, undermining efforts to improve inclusion in the labour market, and increasing the likelihood of poorer long-term outcomes,” it said. 

Workforce shortages

The report outlined concerns with shortages of specialist staff such as speech and language therapists and occupational therapists.

A 2024 workforce survey of speech and language therapists found a vacancy rate of 19 per cent and only 58 per cent of occupational therapists said they provide enough support to children and young people with SEND. 

Consequently, the committee urged DfE to publish statutory requirements detailing the minimum resources, specialist expertise, and equipment that every educational setting must have access to.

“This would establish a clear, enforceable baseline covering staffing, training, physical materials, and assistive technologies,” the report said.

MPs also called for updated cycles of initial teacher training and the early career framework relating to SEND, and for continuing professional development on SEND to be mandatory for all teachers in mainstream education.

DfE was contacted for comment.

Riding Universal’s roller coaster means FE working together now

Universal’s plans to bring a major theme park to Bedfordshire are generating interest across the region. The scale of the investment, the range of jobs and the visibility it brings all mark this as a moment worth preparing for. But preparation is key. 

The development could unlock long-term careers in sectors where local opportunities have been limited. Whether that happens will depend on how quickly and effectively we can respond.

There will be roles in areas such as customer service, retail, hospitality and facilities. These matter and will support the local economy. But the focus can’t stop there. Universal will also rely on advanced construction, engineering, digital infrastructure and AI. 

These roles are often harder to recruit for and take longer to train into. Without a plan to develop the right skills locally, employers will look elsewhere.

Colleges such as The Bedford College Group, which has two colleges in Bedfordshire, and Milton Keynes College already offer strong programmes across many of these sectors. They are well placed to lead the response but will need support to grow capacity. 

That means developing new curriculum, training tutors, updating facilities and aligning with employers’ expectations. Specialist skills in sustainable construction, automation and AI can’t be delivered overnight. Providers need time and resources.

Independent training providers must also be involved. Their flexibility and specialist offer will help meet demand across areas that colleges may not cover. 

Involving both sectors early creates a more responsive and complete skills offer. This will be vital if local people are to access the full range of jobs Universal is expected to bring.

Workforce development within FE also matters. Skilled delivery staff are in short supply. If we want to build high-quality provision in technical areas, we need to invest in those who will deliver it. 

That may include upskilling current staff, bringing in external expertise, or investing in collaborative teaching models with industry.

Universal should be encouraged to work directly with colleges, ITPs and awarding organisations to co-design training routes. This approach already works well for apprenticeships and should be extended to other programmes. 

The Bedford College Group hosted Universal’s first public consultation in Bedford and continues to facilitate important conversations between students, local leaders – including the mayor of Bedford – and key project stakeholders. 

When qualifications and training reflect real roles, learners progress more effectively and employers get staff who are ready for the job.

There is also a wider opportunity to re-engage young people not currently in education, employment or training (NEET). Across Bedfordshire and Milton Keynes, more than 1,200 young people are recorded as NEET. 

The visibility of Universal and the appeal of careers in this setting could act as a gateway for some of them. But that will only happen if the right wraparound support is in place and providers are resourced to deliver it.

A further consideration is coordination. Bedfordshire is not part of a devolved skills area. Although there has been interest in forming a South Midlands combined authority, the region missed out on the government’s most recent devolution wave. 

For an investment of this scale, there is a strong case for local decision-making on skills funding and strategy. Those closest to the project are better placed to shape the response.

If this project goes ahead as expected, it will reshape the local labour market. That could bring real benefits, particularly for young people who currently have to leave the area for skilled work. 

But if we treat the skills response as an afterthought, the best roles will go elsewhere, and the region will be left with only limited gains.

The FE sector is ready to play its part. It has a track record of responding to employer needs and building skills offers around real-world demand. But it can’t do that alone. 

If providers are brought into the conversation now and given the tools to deliver, this could mark a turning point for the region. That will take planning, funding, and a clear focus on long-term careers, not just job numbers.

Surge in data subject access requests for colleges fuelled by AI

Data subject access requests are formal requests made by an individual asking for a copy of the personal data that an organisation holds about them. A ‘data subject’ can often be a learner or parent, or someone with authorisation to act on their behalf such as a solicitor.

In many cases, a DSAR might be the consequence of a disagreement or disruption to the relationship; for example, a learner might be unhappy about the consequences of a behaviour issue; a staff member may be contesting disciplinary processes or parents could be unhappy about special educational needs provision for their child.

DSARs have long been required under data protection laws, having been established well before the General Data Protection Regulation (GDPR) came into force in 2018. So colleges already have systems in place to manage them within 30 days.  

But in recent times, myself and my colleagues have seen a rising number of learners and parents use AI to write these requests. AI makes generating DSARs easier, which is likely to increase their volume and strain college resources.

Another noticeable change is the scope of these requests. AI tools often generate broad, sweeping language such as “all information held about me,” even when the individual is only interested in a specific incident or timeframe. Colleges may not realise they can ask the requestor to refine broad requests.

AI-generated DSARs also include references to legislation, case law or regulatory guidance. While this can make the request appear more formal or urgent, the references are not always accurate; they may misquote laws or cite legal cases that do not exist or are unrelated to data protection.

These requests may also ask for different deadlines such as seven days rather than the 30 days permitted by law.

This legalistic tone can be intimidating for staff. A request filled with jargon may be perceived as a threat or complaint, even when the individual simply wants to understand what data is held about them.

It’s important for colleges to recognise that the use of AI doesn’t necessarily reflect the requestor’s own understanding. They may not realise the implications of the language used or the breadth of the request they’ve submitted, which in turn creates unrealistic expectations of what the data subject is going to receive from the college in response. This is compounded by DSARs frequently being submitted during disputes, often after formal complaints have failed. In these situations, requestors typically seek detailed records and are less likely to be flexible or understanding.

To manage these new style requests, colleges should ensure frontline teams and administrators can identify requests. It’s never helpful for a data protection lead to be sent a request by the reception team with only five days left to respond, because that team hadn’t known who to share it with.

Clear communication with the requestor is also vital. If a request is too broad or contains inaccuracies, the data protection lead should explain the issue and offer guidance on how to refine it.

Colleges cannot prohibit the use of AI or mandate that a data subject complete a specific form, but guidance or a template can assist individuals in submitting requests.

Despite the challenges, it’s important to recognise that the rise of AI-generated DSARs is a positive development in many respects. Students and parents may face barriers such as limited knowledge, language difficulties or lack of confidence in formal writing, and AI tools offer a way to overcome these obstacles.

This is especially valuable for vulnerable groups, such as those with SEND, who may otherwise struggle to submit a request. The growing use of AI means that colleges may need to refresh their governance and responsive processes.

How to prepare for a terrorist attack without triggering fear

The new Terrorism (Protection of Premises) Act which received Royal Assent in April is widely known as Martyn’s Law in memory of Martyn Hett, a victim of the 2017 Manchester Arena attack. The legislation aims to embed proportionate and practical security measures into everyday operations – protecting people without overwhelming existing systems.

For post-16 education providers, it brings new statutory responsibilities. Many host large public-facing spaces such as theatres, sports halls, performance venues and communal learning areas that accommodate more than 800 people, placing them within the enhanced tier of the legislation.

Heightened preparedness

This elevated tier requires comprehensive security planning, appointing senior leads for terrorism protection and ongoing coordination with emergency services and councils.

Martyn’s Law builds on the robust safeguarding, health and safety, and emergency procedures that FE colleges and providers already have in place. By introducing a focused lens on deliberate acts of violence and terrorism, it ensures that institutions specifically address this critical risk.

At the heart lies three core duties: conducting detailed threat and vulnerability assessments related to terrorism risks specific to the site and its activities, implementing proportionate security measures informed by these assessments, and ensuring all staff, particularly those managing public events and premises, receive targeted terrorism awareness training.

Taking immediate action

Before final statutory guidance is published, FE institutions can begin proactive work.

By mapping public access, they can identify when and how their premises are open to the public. This includes graduation ceremonies, off-site events for apprentices and any public performances.

A designated senior staff member, often a campus manager, facilities director or safeguarding lead, can be chosen to oversee compliance. They will coordinate with safeguarding teams and health and safety officers to integrate requirements with existing safety strategies.

For risk assessments, resources such as the ACT Awareness e-learning from Counter Terrorism Policing can help staff identify vulnerabilities, including multiple campus entry points or uncontrolled visitor access. Develop sensible mitigation plans, for example, CCTV, enhanced supervision and temporary bag checks during high-profile events.

Regularly review emergency plans and keep updated lockdown and evacuation procedures so they remain suitable in the event of a hostile attack. Staff and learners should be familiar with these protocols, including communication and safe zones. Terrorism awareness should be prepared to be incorporated into staff training and development, focusing on recognising suspicious behaviour and responding appropriately.

Regulator alignment

Terrorism risk assessments should be aligned with safeguarding and inspection frameworks, with Ofsted inspecting how well institutions safeguard learners and manage site risks. Ensure terrorism preparedness is embedded into your safeguarding policy and self-assessment reports to demonstrate a culture of safety and leadership accountability.

The Health and Safety Executive expects institutions to assess foreseeable risks and update health and safety risk registers accordingly. Terrorism-related scenarios should be included in an overall risk register, particularly where large gatherings, tool-based workshops or visitor access may be factors.

Martyn’s Law mandates engagement with emergency services, but councils and resilience forums should be engaged too. Providers should liaise with regional Prevent coordinators and participate in joint planning exercises where possible, ensuring plans align with local emergency frameworks. And a clear record of staff completion of terrorism awareness training, such as ACT Awareness, should be retained.

It is key to communicate proportionately with learners and parents, to build resilience without causing fear. Proportionate messaging should be prepared to explain that these measures are preventative and similar to fire safety planning.

Statutory guidance and sector updates should also be closely monitored, particularly as Martyn’s Law is in its implementation phase. Assign a senior staff member to monitor updates from DfE, ProtectUK and the Association of Colleges.

Balancing security with an open learning environment

Leaders within FE and vocational settings may worry about introducing anxiety or making campuses feel less welcoming. However, Martyn’s Law is designed to be proportionate and unobtrusive, enhancing preparedness without creating barriers or a fortress-like atmosphere.

Engaging governors, learners, parents and community stakeholders early ensures transparency and builds trust. Clear communication about the law’s purpose reassures everyone that these measures are about safety and resilience, not fear or restriction.

The two-year implementation period offers FE and vocational providers time to embed Martyn’s Law thoughtfully, aligning security with their unique culture and operational needs.

By integrating these measures now, institutions demonstrate leadership in safeguarding their communities, creating safer environments where learners can focus on their training with confidence.

Landing apprenticeships is easier said than done for young people

One of the things I’ve loved most during my time at Edge Foundation is seeing interest in apprenticeships bloom among young people. When we were founded over 20 years ago, apprenticeships were seen as a route for “other people’s children”. But we’re now seeing attitudes alter.

A few days ago the latest Youth Voice Census, sponsored by Edge, revealed more than a third of young people think they are likely or very likely to apply for an apprenticeship.

But this interest isn’t being translated into apprenticeship numbers. In fact, the number of under-19s starting apprenticeships has fallen in recent years.

In part, this is driven by a lack of opportunities. Our research has shown that for every young person who gets a place on an apprenticeship, three try but don’t succeed.

So how do we unlock these apprenticeship places? Firstly, as we set out in our new report, Chaos to Coordination, by better signposting opportunities.

The government’s Find an Apprenticeship service is the natural place to start. But almost two in five employers say they have not heard of it (according to our polling with the Recruitment and Employment Confederation), while the Youth Voice Census found just one in five apprentices found their apprenticeship there.

Many employers choose to advertise vacancies on their own websites or, in the case of SMEs, prefer to hire through their existing business networks. The result is that finding opportunities is extraordinarily difficult for young people. They are compelled to trawl through dozens of websites and platforms, all while balancing their studies and without the same support they would get if applying for university.

Our vision is for a true one-stop shop, where employers are required to signpost their opportunities on a single, central platform as a condition of funding, and where prospective applicants can access a wide variety of support. Almost three-quarters of the employers we polled thought this would be useful for them too.

We also want to see the application process itself work better, with a national campaign encouraging employers to align their application windows with the school year, and a new ‘clearing’ system to help match unsuccessful applicants with opportunities at other companies.

We also need to look at increasing the number of apprenticeships available. That means tapping into a market that doesn’t get enough attention – SMEs.

SMEs have historically been the lifeblood of entry-level apprenticeships, offering young people a first step into work, often outside the big cities. Yet since the introduction of the apprenticeship levy, SMEs have steadily withdrawn.

The system is designed with big business in mind, and smaller firms often lack the time, money and administrative capacity to navigate it. These businesses deserve the chance to access new talent and grow. But at present, they face too many barriers.

Our second new report, Agents of Change, calls for a national brokerage service to help smaller employers identify their skills needs and navigate the apprenticeship system. When we surveyed SMEs with the help of the REC, 68 per cent said personalised advice and guidance would be a decisive or encouraging factor in whether they chose to hire an apprentice.

Encouragingly, work has already begun on delivering this through the National Apprenticeship Hub Network, a group of around 25 organisations providing free and impartial guidance to businesses. The problem is coverage and consistency. Our vision is a nationally coordinated framework that builds on this existing network, expanding provision and levelling up support so that every small business can benefit.

To bring all this work together, Edge is launching Apprenticeships Work, a campaign to grow apprenticeship opportunities in SMEs by breaking down the barriers they face and expanding support services.

We are incredibly pleased to be working alongside organisations including the Federation of Small Businesses, Amazing Apprenticeships, the Recruitment and Employment Confederation, and Specsavers. Together, we will make apprenticeships work.

WorldSkills UK is key to solving our productivity puzzle

Last week, Team UK returned from EuroSkills Herning with six medals. Each medal represented years of hard work and dedication from young people determined to test themselves against the very best in Europe.

It’s a proud moment for the competitors, their families, their training managers and for the UK. As this was my first competition in my capacity as a WorldSkills UK trustee, I felt that pride deeply.

Yet these inspiring moments should also give us pause. There’s been a decline in the number of medals we’ve achieved in recent years and in our international rankings. This trend is not about the team’s capability; they’re as talented and driven as ever. However, it does reflect the environment they are training and competing in. One which has been undermined by deep cuts to WorldSkills UK (WSUK) and skills system funding over many years.

Meanwhile, other countries are doubling down on investment in skills, seeing WorldSkills as a strategic tool to boost competitiveness and productivity.

Despite these funding challenges, WorldSkills UK has worked hard to juggle successive funding cuts by diversifying its income. Today, less than half its revenue comes from the Department for Educatdion, with the rest generated through partnerships and commercial sponsorship. This resilience has been impressive. But there’s more that could be done if the organisation were fully supported across government and industry.

The government regularly talks about its ambition to fix the UK’s productivity problem. If so, then WorldSkills UK should be part of the solution; bringing together government, education and industry in a way few other organisations can.

This is about more than medals. WorldSkills’ true value lies in the pyramid effect it creates across the skills system and economy.

At the very top of the pyramid are the competitors. Those few young people who push themselves to world-class standards. But to get them to that level requires thousands of others: students, apprentices, educators and employers.

For a competitor to succeed, their training manager must be at the cutting edge of both global industry standards and teaching practice. This approach is then taken back into colleges, training providers and workplaces. WSUK embeds this knowledge, raises expectations and drives improvement for countless others who may never compete, but who benefit from the higher standards set.

This is how WorldSkills UK builds capacity across the system. It’s how skills excellence spreads from the competition floor to classrooms and businesses. And it helps tackle one of our most urgent challenges… raising productivity.

The UK cannot afford complacency. Our international colleagues are not standing still. South Korea, Germany, France, Switzerland and China treat WorldSkills as a vital component of their industrial strategy. You can see how seriously they take it by the sheer size of the teams they enter, and ultimately the number of medals they win.

At EuroSkills Herning, entire blocks of several hundred supporters turned out for Team France, the Netherlands and Switzerland, creating a sea of colour and energy. Other European nations, such as Estonia and Hungary, are beginning to dominate in fast-growing areas like IT and communications, reflecting targeted investment and strategy in those fields. Through investing and aligning education and business they will reap the rewards in global competitiveness.

The UK risks treating it as an optional extra. If we allow our involvement with WorldSkills to wither, we send the wrong signal – that we are not serious about investing in our people, our educators or our future.

The government should see WorldSkills for what it is. A proven, international tool for raising standards and boosting productivity.

Employers should partner with WorldSkills UK and invest in the young talent who will drive their businesses forward. Educators should continue to embrace the opportunities competitions provide to innovate and grow.

Team UK’s performance in Herning was inspiring, showing we have great potential. But it also highlights what’s at stake. With well-funded support, those six medals could be the foundation of many more in Shanghai next year and, more importantly, a stronger, more productive UK economy.

WorldSkills is not a luxury. It is an opportunity we cannot afford to waste.

EducationScape is publisher of FE Week.

Stepping back into class after years away is an act of bravery

Returning to education for most adults feels like learning to dance after not being on the dancefloor for years. It rekindles a curiosity that household bills, work and life quietly smothered.

For many adults the barriers in front of them range from feeling too old to simply not having time. But if we want to get people back into education we need to show them the advantages it can bring. And as a teacher, it’s not so much about teaching the subject as inspiring them and rebuilding confidence.

The first job is to remove any stigma that FE is remedial, and instead view it as an admirable act because it demonstrates ambition, dedication and endurance.

Education for most adult learners is not a reset button but an upgrade which can lead to career change, higher pay, personal achievement or simply to learn about what interests them. 

Adults come into class with stories and experience. As a teacher, I view that first step into the classroom as an act of absolute bravery.

An environment that is positive and supportive is vital to encourage them to continue. This can be done with group discussions and fostering a community within a class which maintains motivation.

Modern adult education also needs to be flexible and affordable. It must fit around learners’ lives because if there are clashes, they will give up.

However, this all depends on the course. Workplace learning has 90 per cent retention because the motivation is practical. For community colleges it’s roughly at 40-60 per cent which is mostly due to the emotional and practical demands from working a full-time job and studying. For online courses it’s 5-15 per cent.

Department for Education qualification achievement rate data indicates 81 per cent of adult learners in 2023-2024 achieved their intended qualification.

There is also a rise in learning for personal enrichment, as can be seen with the Adult Participation in Learning Survey in 2024, with 52 per cent of adults engaging in education in the previous three years. This is a growing trend and the highest rate since the survey began in 1996. A blended learning approach such as evening classes, online options and modular learning are key to upskilling adults.

Real-life success stories are also important for recruitment. Many people feel like they left it too late because of an invisible timeline that was constructed by society. But if we start sharing stories about adults who achieved their goals later in life, then we change the narrative. People love to see ‘people like them’ succeed and this can break the ‘it’s too late, what’s the point?’ mindset.

Encouragement for education later in life is also vital for those who may have felt education wasn’t for them at school, or even for those who went to university but found themselves in the wrong field.

I always thought the idea you should know what you want to do in life by 18 or 21 was preposterous. Plus, society and the job market have changed so people often move jobs or fields several times in their lifetime.

Success is not limited by age and therefore neither should education. People develop in their own time and education needs to reflect this.

Adult learners do not yet have the same student finance available to them as 18-year-olds do. Most pay out of their own pockets. However, with the state pension age being raised and the need for more people being upskilled in fields because of technological changes, the lifelong learning entitlement set to be introduced next year cannot come soon enough.

Flexibility must be the norm in adult learning, whether that means online training or rolling start dates. Learning can be integrated into work.

We celebrate students passing exams at 18 or 21, but let’s start applauding those who gain a new qualification at 40 or 60.

Apprenticeships work for adults, but T Levels give teens a better option

As we celebrate the close of another academic year and related exam results, it is clear that the education landscape is shifting.  While apprenticeships remain a popular (and paid) option for young people, T Levels have again gained traction.

At Bradford College, our first T Level cohort to complete this year achieved a 100 per cent pass rate, with 80 per cent of our students achieving a distinction grade on the education & early years T Level programme.

So, we arrive at a pivotal moment. This begs the question: should T Levels become the go-to route into work for 16–19-year-olds?

The graduate advantage: what the numbers say

Government data tells the familiar story that graduates still outperform their peers in the job market.  In 2024, 89.4 per cent of graduates were in work compared to much lower rates for those with only Level 2 or 3 qualifications.

Starting salaries reflect this too. Graduates earn around £30,000, while even degree-level apprenticeships start closer to £21,000. The gap widens further for those on intermediate apprenticeships or vocational routes.

Higher education still delivers better outcomes. But the real question is how we help young people to reach that position, especially those for whom university isn’t the right fit. That’s where the efforts of FE need to focus.

T Levels vs apprenticeships: education-first or employment-first?

T Levels flip the apprenticeship model on its head. With 80 per cent classroom learning and 20 per cent industry placement, these newer qualifications prioritise personal and academic development.

Learners build technical knowledge and soft skills communication, problem-solving, and digital literacy – all within a structured, consistent curriculum. The 315-hour placement gives employers a chance to “try before they buy” and gives students a meaningful taste of the workplace.

Apprenticeships, on the other hand, are job-first. They are great for hands-on learners but can be hit-and-miss when it comes to broader development. Success can hinge on the quality of a workplace mentor or the frequency of multiple college contacts – a risky bet for a 16-year-old just starting out.

Progression gaps: are apprenticeships limiting long-term growth?

Progression data paints a worrying picture. It’s harder to move from a Level 2 to a Level 3 apprenticeship than it is to progress from a vocational Level 2 to a T Level or BTEC.

T Levels are increasingly seen as a launchpad to higher apprenticeships, university, or skilled employment. Level 3 apprenticeships? Often a cul-de-sac, with fewer academic progression routes and limited scope to increase earning potential to graduate level.

If we want a workforce that’s both skilled and adaptable, we need to make sure every route offers real progression. Not just a job, but a future.

The Employment Rights Bill: a new hurdle for young workers

The new Employment Rights Bill brings welcome reforms, but also unintended consequences.

With zero-hour contracts scrapped and day-one rights introduced, some employers may think twice about hiring under-18s. Young apprentices, with no previous track record and who require more support and training, could take a hit.

T Levels, with their education-first model and structured placements, may become the safer, more attractive option for employers navigating this new landscape.

T Levels and BTECs for young people; apprenticeships for adults

At Bradford College, we believe it’s time to reframe the conversation. Apprenticeships are increasingly better suited to adults, with life experience and the readiness for full-time work.

For 16–19-year-olds, T Levels and BTECs offer a more supportive, structured environment that builds both technical and personal skills. And the data shows young people thrive in these settings.

In areas like Bradford – the UK city with the highest Universal Credit claimant rate – we must go further. Let’s extend funding for T Levels and BTECs to 18–23-year-olds.

Over 5,000 young people here are not in work or training. Shockingly, that’s 11 per cent of our youth who are under-skilled, under-supported and overlooked.

Investing in education-first pathways for this demographic isn’t just the right thing to do, it’s smart economics too. Reducing unemployment, boosting local resilience and easing pressure on an apprenticeship budget that overspent by £123 million last year can only be a positive move.