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IFS: Colleges face £400m funding shortfall for rising 16-18s

The next government will have to find £400 million just to sustain 16 to 18 education funding at current levels, according to the Institute for Fiscal Studies.

While predicted school pupil numbers are forecast to fall over the next four years, the number of 16- to- 18-year-olds is set to rise by 118,000.

Yet election manifestos published by the Conservatives and Labour parties last week contained no commitments on post-16 education funding.

Labour, currently in the lead in the polls, pledged a £1 billion education package of measures for schools. Meanwhile the Conservatives committed to protect per-pupil spending in schools.

The Liberal Democrats though did pledge to increase per-student funding rates in colleges “above inflation” every year, alongside extending the pupil premium to 16- to- 18-year-olds, as part of a total education spending package worth £2.2 billion.

New analysis from the leading think tank forecasts that even if per-student funding is maintained, the 16 to 18 funding rate would still be 9 per cent lower in real terms than in 2010.

Unlike in schools, where pupil numbers are expected to fall by 400,000 by 2028, the population of sixth-form-age students is expected to rise by 118,000, or 5 per cent, by 2028.

IFS economists modelled three post-16 funding scenarios facing whoever wins the general election on July 4.

Keeping per-student funding at today’s levels in real terms, so adjusting for inflation, would cost £400 million. The analysis found “this would keep spending per pupil constant in real terms at its current level, which – astonishingly – would be around 9 per cent lower than in 2009-10″.

Another option for the new government would be to freeze the overall 16 to 18 education budget in real terms. Factoring in the growth in student numbers, this would see per-student funding rates drop by 5 per cent over the next parliament. That per-student funding would be 13 per cent lower in real terms than in 2010.

Alternatively, a cash-strapped government could freeze 16 to 18 education spending completely in cash terms, meaning it would not rise with inflation. Under this scenario, per-student funding would fall by 11 per cent by 2028 and be 19 per cent lower than in 2010.

These alarming forecasts come as “colleges have faced sharper budget cuts than all other stages of education since 2010,” IFS research economist Imran Tahir said.

“But while the main political parties have emphasised the importance of further education, particularly for young people, none has set out a clear plan for funding colleges,” he added.

Funding for 16 to 18 study programmes has been increased by the Conservative government in recent years, but much of that funding has come with conditions, such as the delivery of 40 extra teaching hours.

Colleges leaders will be hoping for a better per-student settlement than the current funding levels as they struggle to close the £9,000 pay gap between college and school teachers and struggle to meet rising demands for student welfare services.

The Association of Colleges (AoC) estimates £600 million extra per year is needed to fund rising demand and improve teacher pay, alongside capital funding to build extra teaching spaces.

David Hughes, chief executive of the AoC, said funding saved from falling school numbers should be redirected to colleges.

“We know that budgets will be tight going forward, but the next government must commit to investing in the FE workforce and estate to ensure that the education and training needs of 100 per cent of the population can be met,” he said.

“As this report shows, the reduced numbers in schools will reduce costs; the next government needs to recycle those savings into colleges for the growing number of young people, plus reinstate the severe cuts made since 2010 in adult learning.”

Bill Watkin, chief executive of the Sixth Form Colleges Association, said: “Real terms funding for sixth form colleges is far lower than it was 14 years ago, but the needs of students have increased significantly over the same period.

“We are convinced that raising the rate of funding is the best way to do this, and as London Economics found last year sixth form colleges will require an additional £710 per student in 2025 to keep pace with inflation and provide young people with the level of student support and non-qualification time required to support their studies,” he said.

This is the second warning in two weeks of possible cuts to further education from the IFS.

Last week, IFS director Paul Johnson accused Labour of engaging “in a conspiracy of silence” on where cuts to unprotected budgets would come based on already-agreed so-called “fiscal rules” to reduce the national debt.

Estimates on potential cuts needed to unprotected government budgets, which includes further education, local government, courts and prisons, are £18 to £19 billion over the next parliament.

Learning and Work Institute chief executive Stephen Evans predicted the adult skills budget’s share of the unprotected spending cuts would be about £380 million, on top of the £1 billion already cut from the sector since 2010.  

The Liberal Democrats were the only party to respond to IFS’ analysis. A Lib Dems spokesperson said: “The Conservative government has let down our young people and underfunded school sixth forms and colleges.

“It is high time we valued them properly by extending the pupil premium, protecting student choice, and fostering a culture of lifelong learning. This is what our post-16 education budget should be delivering.”

‘Frustrating’: ESFA extends ASF contracts 6 weeks before delivery

National adult education procured contracts are to be extended, the Education and Skills Funding Agency has finally announced.

Training providers that were successful in the government’s £75 million tender for 2023/24 will have their allocations renewed into 2024/25 for one year.

Providers will receive a rollover of their allocation that was agreed as of May 2024, which includes any increases or reductions on their original contract received through in-year performance management reviews.

There are just six weeks before the extended contracts kick in. Provider bosses had been left frustrated at being kept in the dark over whether there would be an extension.

One contract holder who did not wish to be named told FE Week: “We are trying to budget and plan for the next academic year across the mayoral combined authorities and the EFSA, yet we are still in the dark on around 50 per cent of our contract values.

“My chief financial officer comes from out of sector, and she is literally dumbfounded by the fact that with only six weeks of the year to go we still have little idea what our contract values for next year are going to be. If we do have to make redundancies etc then it is not fair on our staff to tell them at the last minute.

“The irony is that come August 1^st we will be expected to be firing on all cylinders.”

Simon Ashworth, director of policy and deputy chief executive at the Association of Employment and Learning Providers, added: “This short notice does not provide the certainty and reassurance that procured providers need to make informed planning decisions, especially considering the wider challenges posed by a new devolution deal and the significant change of funding methodology that the adult skills fund also brings.”

From the 2024/25 academic year, the adult education budget will become the adult skills fund (ASF), which involves higher funding rates for some courses.

The ESFA said it has not adjusted procured allocations to account for previous delivery in the new North East Combined Authority, which is now a devolved area. This means that providers previously delivering in this area should “use their provision to deliver to learners based in non-devolved postcodes”.

Procured contract holders have been told they can submit a business case to request increases and decreases to their awarded allocation amount for 2024/25.

The ESFA had always intended to confirm whether there would be an extension by June. The agency declined to comment on why it could not communicate their decision earlier in the year.

Fifty-six providers were handed contracts in last year’s controversial tender, which is currently being challenged through the courts by major training group Learning Curve, after it missed out on a contract. A trial is set for December.

How can we prepare learners for their future in an ever-changing world?

I’m sure you would agree that change is happening in the vocational education sector – and in the world of skills and work generally – at an unprecedented pace.

As Senior Product Director for Vocational Qualifications here at Pearson, I was actively engaged in designing our new BTEC 2025 (AAQ) qualifications. Our insight and data on the future of skills tells us that if we are to give learners the best chance of finding their brightest and best future, we must think differently about how we evolve and update vocational qualifications to reflect the changing landscape.

BTEC qualifications have existed for over 40 years and over that time we have worked with educators, HEIs and professional bodies to evolve the qualifications to ensure they remain current and future-facing. I know our college and school partners have always taken incredibly seriously their responsibility to ensure learners are equipped with the knowledge, skills, and attitudes they need to thrive in an ever-changing world.

Transferable skills: All together now

According to our Pearson Skills Outlook 2022 research, while technical skills remain highly valued, the top five most sought-after skills by employers are all human skills. These include communication, collaboration, attention to detail, leadership, and customer service.

Transferable skills are essential for a changing workforce and bring about personal and social benefits for individuals and society. However, there is a gap between the skills that employers seek and the skills that graduates possess. This highlights the need for an approach to developing transferable skills that goes beyond just aligning skills to the curriculum.

In response to this insight, we have identified transferable skills as one of the three critical skill areas and have integrated them into all our new BTEC qualifications.

Digital Skills: For the connected world

In addition to transferable skills, digital skills are essential for effectively operating in an increasingly digital and technology driven planet. However, the digital skills gap is widening, with over 80% of all jobs advertised in the UK now requiring skills that over half of the UK’s workforce lacks *Lloyds Bank UK Consumer Digital Index 2020

To address this gap, we have integrated digital skills into our new BTEC National qualifications.

Sustainability: Learning that supports our planet

Despite the growing importance of sustainability education, only a small percentage of FE students are enrolled in qualifications with significant sustainability content.

At Pearson, we are responding by incorporating sustainability education throughout all our new BTEC National qualifications. We have used the UNESCO Sustainable Development Goals as a frame of reference and worked closely with sector experts on this.

Putting skills front and center

Our Pearson Skills Outlook 2022 research has given us the opportunity to embed these all important human skills into our most recent qualification developments. The current Level 3 reforms have meant that we have embedded these in our new BTEC 2025 (AAQ) qualifications should any changes be made.

By focusing their curriculums on transferable skills, digital skills, and sustainability, colleges and schools can be confident that learners will have the knowledge, skills and behaviours to thrive in the rapidly changing world we are all navigating. My sincere hope is that, using the very latest insight and research, together we can deliver future–proofed vocational qualifications that properly prepare learners – helping them to flourish no matter how fast the world changes.

Explore our new approved Level 3 BTECs

Election: FE and skills leaders react to party manifestos

Further education leaders have expressed their “alarm” at the lack of detail on education funding in the main party political manifestos.

Closing the end of ‘manifestos’ week, leaders of the Association of Employment and Learning Providers, adult education body Holex and the Association of Colleges told FE Week editor Shane Chowen what they thought about the pledges and promises, as well as what was missing.

See below for a recording of the discussion from this morning’s free webinar sponsored by NCFE.

The leaders unpicked Labour’s plans to transform the apprenticeship levy and analysed what would make Labour’s proposed new skills body, Skills England, a success.

The Conservatives’ planned apprenticeships boost was broadly welcomed, but there was consensus on the need for the party to do more to improve access for young people.

Visit FE Week’s dedicated general election webpage for the latest news, analysis and opinion.

King’s Birthday Honours 2024: Damehoods for Wolf and ex-UCAS boss

A former skills adviser to the prime minister and author of a major FE review has been made a dame in the King’s birthday honours, as has a former UCAS chief executive.

Baroness Alison Wolf, author of the 2011 review of vocational report, and Clare Marchant, who left the University and College Admissions Service last year, are among more than 20 people recognised with links to further education and skills.

Other well-known figures honoured include former Department for Education apprenticeships director Peter Mucklow, college turnaround specialist Martin Sim, and the current UCAS boss Jo Saxton until last year led exams regulator Ofqual. They each received a CBE.

The honours list, published today, awarded FE and skills individuals with two damehoods, five CBEs, three OBEs, nine MBEs and four British Empire Medals.

Wolf was a key figure in the Number 10 policy unit during the pandemic, where she advised the prime minister on skills and workforce until last year. She was also a panel member of the Augar review of post-18 education and funding and the Sainsbury review which led to the creation of T Levels.

She previously led the Wolf review in 2011, which led to major 14 to 19 reforms in vocational education.

Dame Alison told FE Week she was “deeply honoured” by the recognition and is now supporting the rollout of the lifelong learning entitlement.

“I’m deeply honoured by this recognition of my work on skills, which also, of course, involved a very large number of wonderful and dedicated colleagues. The LLE, in particular, could transform the relationship between further and higher education, and the opportunities open to adults. I very much hope that the cross-party support it enjoyed will mean it fulfils its potential in the years ahead.”

Saxton said: “I will continue championing parity and opportunity for students as UCAS’ chief executive. I am also absolutely delighted to see my predecessor, the inspirational Clare Marchant, honoured today.”

Martin Sim is currently leading Bath College after several troubleshooting jobs at West Nottinghamshire College, Barnfield College, Gateway College, Nottingham College and most recently City College Southampton.

After hearing of his CBE, Sim said: “I am deeply honoured and humbled to receive this prestigious award. I am fortunate and privileged to be a part this fantastic further education sector. I am eternally grateful to the many talented individuals who have supported and guided me along the way.”

Mucklow, who left the civil service last year after 25 years in education and skills, said of his CBE: “I am surprised and of course very pleased to have been recognised in this way. I want to pay tribute to everyone who has worked to build the quality and sustainability of apprenticeships and FE over the last decade – you are the heroes of the skills system.”

Arinola Edeh

Meanwhile, Westminster Adult Education Service principal and head of service Arinola Edeh was also awarded a CBE for her services to adult community education and London.

“I am truly humbled and share this honour with all my colleagues and all our inspirational learners,” she said.

Sue Pember, chief executive of Holex, said Edeh was an early adopter of the Multiply programme and championed skills for life courses and skills bootcamps.

“We are delighted that Arinola has been awarded a CBE for her exceptional contributions to adult learning. Arinola has positively impacted thousands of students and staff through her 30-year career in the public sector, with a focus on adult education.”

Also receiving a CBE was Bridgwater and Taunton College principal Andrew Berry.

Individuals in the apprenticeships sector were also recognised in the King’s birthday honours list.

Amy Marren, a solicitor apprentice from BPP Holdings, was awarded an MBE for services to further education and apprenticeships while Thomas Culley, co-vice chair of the Apprenticeship Ambassador Network accepted a medal of the British Empire (BEM) for services to apprenticeships and skills.

Carole Thorogood, who has been Nottingham College chair since 2017, was recognised with a BEM for her services in FE over the last 18 years.

“I’m truly thrilled to have been included in this year’s the King’s birthday honours list and I draw a huge sense of pride knowing that I have played my part in a much larger ensemble cast, throughout the last 18 years, who have led the charge for further education in this city,” said Thorogood. “I’ve loved every minute of it.”

Alan Twiddy, a technician team leader who has worked at City College Norwich for 36 years, also received a BEM.

He said: “The news that I will be getting this honour came out of the blue, it was quite a surprise. I’ve just been doing my job to the best of my ability, supported by a great team of technicians. It really is a team effort. I’m not one for fame and glory, but it is appreciated.”

See the full list of honours below:

Character education is vital and should be explicitly taught

The scope and purpose of education is vast.

On the one hand, we are preparing learners for a rapidly changing workplace where automation, artificial intelligence and technological advances are reshaping the very fabric of employment where machine-to-human relationships may become as important as human-to-human ones.

On the other, we are fostering a lifelong love of learning, widening horizons and guiding students to recognise what they need to live a flourishing and purposeful life.

In this brave new world, the ability to adapt, to pivot and to stay curious, resilient and determined while retaining our sense of humanity are not just advantageous – they are imperative. And that means character education is more important than ever.

Character education has its roots in Aristotelian ethics and philosophy. In practice, it is a much more down-to-earth set of practices than this origin suggests. We recognise it in FE as the host of things we do to develop our learners into young adults who have the wisdom to make good choices and to live good lives.

What we are doing when we focus on these ‘power skills’ or ‘employability skills’ is providing deliberate opportunity for learners to develop positive character traits that they can then use in all aspects of their life.

Every time we get our learners to work as part of a team, we provide an opportunity for them to develop empathy, reflection and confidence. Every time they have a go at something new, we develop their courage and resilience. And every time they volunteer or take part in community events, we foster their civic virtues.

Foregrounding this type of work into a more formal character education curriculum enables us to be more deliberate. Done well, it offers us a roadmap to more effectively meet their needs.

It nurtures a growth mindset – instrumental for learners’ wellbeing

The Jubilee Centre for Character and Virtues has created a framework for developing character that means we don’t have to leave it to chance. It offers a clear, evidence-based and deliberate pedagogy that follows a three-step approach.

Character caught

Character can be caught through the college culture: by seeing good character role-modelled by all members of the community, through positive relationships between lecturers and learners and through the implicit ways we show them we care about their futures.

Character taught

This part of the approach requires subtle shifts to the tutorials and subject curriculum courses, but it is something that can easily be implemented with deliberate design.

Once learners have a vocabulary to talk about their own character development and understand how to practise traits such as critical thinking, optimism, resilience and compassion, it’s easier for them to reflect on which character trait might help them be their best selves in any given situation.

Character sought

This means providing opportunities for students to develop their character through leadership roles, volunteering opportunities or learning experiences that challenge them. A rich extra-curricular programme, trips and charity weeks all contribute to this.

Character education enables learners to develop the skills and attitudes they need for the changing world they face – to adapt to it and to shape it to their priorities. It nurtures a growth mindset through which they are more likely to view challenges as opportunities, which is instrumental for their wellbeing.

It also prioritises the development of critical thinking skills, enabling students to analyse complex problems, evaluate information rigorously and make well-informed decisions. In an era marked by online misinformation, disinformation and harms, this ability to think critically is essential.

Finally it can foster creativity and innovation by encouraging students to cultivate curiosity, imagination and perseverance. These traits empower students to generate novel solutions and contribute fresh perspectives to their professional and personal endeavours. In a competitive and innovation-driven economy, this is paramount for driving progress and maintaining a competitive edge.

The world of business has always been clear that whilst academic achievements can help get young people through the door, it is their strength of character that will often get them the job.

So let’s teach it, deliberately and explicitly, so our learners flourish in the workplace and in their wider lives.

What we need from a revived national careers service policy

That Ofsted reports repeatedly mention the importance of the careers curriculum (and not just labour market information but as an integral measure of personal development) is music to my ears. However, demand for more sophisticated careers guidance without the resources to deliver can only be detrimental to the sector.

Students and apprentices want great careers advice that clarifies their progression and employment opportunities. But they also want to focus on completing their course of study successfully.

Colleges and training providers want their students and apprentices to be informed self-advocates. But there is also a focus on the successful completion of the provision they deliver.

Employers want employees who are engaged, resilient and adaptable. But they also want to retain talent and reduce turnover.

These are not contradictory priorities. They complement each other beautifully. All you have to do is start from the learner’s perspective.

A learner who is using their skills, appreciating their studies and operating in a fulfilling environment is more likely to stay the course and succeed. An employee whose skills are engaged, passions stimulated, and feels they are making a difference is more likely to reward their employer with loyalty.

Requires improvement

Aged 23, I walked into the Oxford careers office with a degree in politics and law and a toddler at my heels. ‘We don’t do women returners,’ was all the support I got.

A decade or so later, my daughter suggested she’d like to work with animals in her career questionnaire. Taxidermy came back as a recommendation. So yes, things have moved on. But they still require improvement,

A decade ago, I was seconded to the coalition government to help develop an all-age national careers service. The coalition crumbled, as did the idea. I’m pleased to see it being resurrected and I hope it can finally come to fruition.

I now work as career coach, and I am still astounded by how many people simply do not know where to turn for good careers advice. We spend an average of 80,000 hours at work, yet many of us spend more time planning our holidays than we do our career.

When we do, we are too often presented with an overwhelming array of choices and little guidance about the personal tools available to successfully navigate these choices.

There is a great need for good labour market information and details of progression routes. But I believe the greater need is the framework to help individuals make the right decisions for themselves.

Key questions

To address this means focussing on five aspects of the individual:

What does success mean to them?
What skills do they bring to their career?
What passions drive them?
What impact do they want to make?
What kind of environment brings out the best in them?

By working through these questions and prioritising their importance, learners can begin to devise their own unique career statement. This will serve as a reliable guide when they are assessing their options.

More than that, they can work out what is within their sphere of influence and how to get where they want to be. It provides material for meaningful reviews with line managers, talent coaches, tutors and learning managers. When everyone understands what you want, they’re much more likely to land on the right opportunity for you.

The main party manifestos mention careers variously and rather unimaginatively. The headlines are about skills-matching rather than the whole individual. There is still an emphasis on schools, colleges and young people, while adults and training providers appear to still be a mystery to politicians.

My challenge to the next government is to put more resources into personal development and careers guidance. If it really is important enough for Ofsted to judge, it should become a central component of funded provision.

I look forward to the day when I close down my business because career provision is so excellent that seeking private and individual support is redundant.

Until then, 23-year-old me will keep fighting for better.

The election is a chance to empower our learners to improve their lives

For me, education is deeply personal. Going to college was my pathway to a career and a means to look after my family. It’s also where I learned I could help change the system.

Joining my Students’ Union empowered me to stand up for the things I believed in and gave me the confidence to put myself forward for, and get elected first as NUS’ Vice President for Further Education, and then as National President.

During this time, I met activists, enthusiasts, policy makers and protestors, as well as regular students who just wanted to make their bit of education a little better. It made me realise that if we want to see and effect real change, we need to ignite passion in others.

Now, this is not just my goal but my role, and heading into a general election is the perfect time to spark this interest and excitement.

As well as raising awareness of how the electoral process works, we want to give our learners confidence that their opinions and hopes for the future really count.

But how do you capture their interest in politics and make it relevant to them? And how do you do this while staying politically neutral? We can’t (and wouldn’t) tell our students who to vote for, but we must give them access to the right information so they can make their own, well-informed choices.

Here are some of things we are doing to encourage our students to have a say in issues that will be directly affecting them:

Politics starts at home

Students’ Union elections are a great way to get learners involved in political decision-making at a local level. Electing a student president is underpinned by the same democratic philosophy as a general election, helping students better understand the process.

Our SU elections also (coincidentally) take place in July, so we hope that the national political ‘excitement’ will drive engagement in our elections and vice versa.

Mythbusting the process

This will be the first election many of our students vote in. The earlier we can prepare them for what’s involved and needed, the better.

Photo ID is now a legal requirement for every voter, so we have organised a series of pop-up events to help students register for citizenship cards. This is a form of valid ID – meaning no one will be prevented from having their say if they don’t happen to have a passport or driving licence.

Breaking down myths around voting and talking through the benefits of having your say is also crucial. We are delivering a series of presentations over the next few weeks to help students feel more familiar with the system.

Tackling mis- and disinformation

Impartiality is key and must be at the heart of any election-focused college activity. However, students need to know where they can access trustworthy information about the commitments each MP and/or political party is making.

We help encourage critical thinking by signposting students to accurate information about issues that matter to them and making them aware of fake news. Explaining how some of these policies would work in practice is crucial to informed decision-making.

Reading and understanding manifestos is key to all elections. We want to encourage students to ask questions like: ‘What is important to this candidate?’, ‘How do their views align with mine?’ and ‘What changes would we see?’.

Hosting hustings

Giving students direct access to candidates is a great way of making the whole process more relevant and real. We have organised hustings at each of our campuses where students will put their questions directly to candidates.

Inviting representatives from every political party ensures the event remains neutral. It is also a great opportunity to develop stakeholder relations.

This generation of young people has the power to influence and effect change at a time when they are facing so many challenges, from inflation to a climate change.

We have a huge role to play in empowering our students to speak up and unleash their passion and a perfect opportunity to do it, so let’s help them find their voices, just like I found mine.

This election must spell the end of the blunt GCSE resit

With general election fever in full flow and the rebuilding of Britain hanging by a thread, we are at a moment of national reckoning. Now more than ever, further education must step into action.

I’ve spent a lifetime in the sector: first as a teacher of English, communication and general studies, then as a curriculum leader, a faculty head and a college director. For the past twenty years, I’ve been contributing as a writer and consultant over a range of publicly funded national programmes.

Most recently I worked as one of two lead associates on a training/mentoring series commissioned and funded by the Department for Education for teachers preparing students for GCSE resits in English.

This programme was set up in the face of anxious cries from many who maintained that forcing so many students into this very precise qualification was counter-productive and a major contributor to student drop-out. There were also, simply, too many failures.

As a consultant, I am always learning. What I learned here (or rather had spectacularly reinforced) was this:

GCSE was devised as a culmination of the school national curriculum, not as the general ‘gold standard’ qualification it now tries to be.
Students who miss achieving GCSE grade 4 or above by the end of school do so for many, diverse and well-documented reasons.
Most students who fail carry with them a profound sense of inadequacy and assiduously avoid the humiliation of further study in that area.
For students who fail, development in English largely plateaus.
To help students gain grade 4 or above at GCSE, we must first enable them to believe they can succeed; second, give them the stepping stones to succeed; third, let them into the secrets of success that have so far eluded them; and finally, embrace them into a world of achievement in which they can be acknowledged and know self-worth.

The tendency for teachers preparing their students for GCSE resits is (understandably) to scramble those few extra marks: play the exam game, prepare model answers and try past papers.

In the case of English, this will also include practising spelling and punctuation, learning to discern your inferred meaning from your hyperbole, and working your way through a nineteenth-century text.

What is the purpose of what we’re doing?

All this seems to be the practical approach. Indeed, students in significant enough numbers do eventually capture that elusive grade 4 and enter the world armed with a currency previously denied them.

The DfE are happy, the government ticks its boxes, the students may or may not exhibit reliable English skills, and the world stumbles on.

However, teachers on my resit training programme had questions: What about the ones who don’t pass the resit? How do we get them to try again and again? How do we persuade them to stay in the exam room and not make a run for it (as many do)? How do we raise their level in so few hours when this didn’t happen in eleven years at school?

A final, ominous question really cuts to the quick because it sends up back to our first principles: what is the purpose of what we’re doing?

FE students are a goldmine. They are or will become our workforce and our citizens. Our duty to them is to empower them, cultivate their self-esteem and help them to take ownership of their own achievable learning agenda.

A just-past-the-post qualification doesn’t do that.

If we want students who are energised, learning and growing their English by the day, then we can’t keep letting qualification targets demotivate or belittle them. We must value all comers and inspire them with purpose.

So, though some may gain GCSE qualifications – or Functional Skills or Skills for Life – others will not. We must place diversity at the heart of our educational system and not impose an over-simplistic idea of what works.

This is the time. This is the moment. FE must take stock. Our country needs us to ensure the next government rethinks the current model – starting from first principles.