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Winners of Mayor of London Adult Learning Awards 2024

England’s largest community education college has been named London’s most inclusive provider of adult education.

City Lit is among ten inspirational winners recognised at this evening’s Mayor of London Adult Learning Awards, sponsored by Ascentis and FE Week.

The college won the award for its Centre for Deaf Education, one of only a handful of dedicated specialist education services which has been serving the Deaf community for over a century.

Courses include British Sign Language, English, maths and digital skills for Deaf people, lipreading and managing hearing loss; and support for Deaf students accessing mainstream courses. An FE Week feature earlier this year highlighted the fascinating heritage of the centre.

Speaking at the ceremony at London’s City Hall, deputy mayor for business and growth Howard Dawber, said: “We want this city to be a city where everybody can get on, where there’s a route for you to take part in all this economic activity going on.

“That’s why these awards today reflect the importance of innovation, it’s about trying things out and making an effort”

Working Men’s College (WM College) advanced English for Speakers of Other Languages practitioner Sam Pepper was named the winner in the inspirational tutor in adult education category.

Pepper’s nomination caught the eyes of the judges for his extensive knowledge and contagious passion for ESOL teaching.

Pepper’s portfolio includes teaching level-1 classes in the evenings to working adults, community ESOL for parents at a primary school, and digital ESOL courses he’s developed with his team.

“I get a lot of joy from supporting learners in their learning journey and helping them find their feet as residents of London,” he said. “I am grateful to be part of a thriving learning community through a job I find stimulating and which serves the needs of local people.”

Student Stephanie Webber won the learning for personal progression award. Webber has overcome harrowing personal obstacles to become the “happy and confident” learner she is now, on a level 4 counselling diploma at Barking and Dagenham College.

Living through 40 years in a cycle of abuse alongside learning difficulties and a chronic pain condition, it was a key worker in a women’s refuge that sparked Webber’s passion for learning. A level 2 counselling course at Redbridge Institute of Adult Learning gave her the confidence and sense of purpose to move on with her life, passing the level 2 and the level 3 course. She now plans to pursue a degree in counselling and psychotherapy, followed by a PhD.

The apprenticeship employer of the year award went to London Ambulance Service NHS Trust for the third year in a row.

It began its apprenticeship programme in 2018 to help alleviate paramedic workforce shortages. It boasts the highest results among all ambulance services, with 97 per cent staying with the service after a year of completing, and 66 per cent progressing to degree apprenticeships.

See below for the full list of winners and highly commended finalists:

Ofqual demands ‘honesty’ in new rules for awarding organisations

Awarding organisations could be called out for being “dishonest” or criticising their competitors under new enforceable rules proposed by the qualifications regulator.

New so-called “principle conditions” will be added to Ofqual’s already 100+ page rulebook for awarding organisations, subject to a consultation launched today.

Six principles, one of which requires awarding organisations (AOs) to “act with honesty and integrity”, will be added to Ofqual’s general conditions of recognition (GCR), which the regulator claimed will help AOs make decisions in “new, unexpected or novel situations”.

The principles include acting “with honesty and integrity”, ensuring qualifications “are fit for purpose”, and “where possible, promote public confidence in qualifications”.

Ofqual’s GCR is its rulebook for AOs. It regulates who can run AOs, how qualifications should be developed and titled and even where the Ofqual logo should go on certificates.

Breaches to the GCR can result in sanctions ranging from mandating certain improvements, to financial penalties and removing the AO’s powers to award qualifications.

Ofqual declined to comment when asked if it was bolstering its rules in the wake of recent fines and regulatory actions taken against awarding organisations such as City and Guilds, Pearson and NCFE.

The regulator admitted its expectations on awarding organisations haven’t changed, but stressed the new rules will help awarding organisations make decisions by “removing regulatory uncertainty”.

‘Potential’ burdens for awarding organisations

Sir Ian Bauckham, Ofqual’s chief regulator, said: “These principles will play an important role in helping Ofqual secure standards and public confidence in qualifications.

“While the principles are new, the concepts and expectations they articulate already underpin our rules.

“They will provide additional support to help awarding organisations’ decision-making and can apply at both strategic and operational levels.”

The consultation acknowledges awarding organisations will face “some additional burden” from the new principle conditions. Ofqual believes this is “justified”.

It states: “The long-term benefits to awarding organisations, and to Ofqual, of a clearer understanding and more consistent interpretation of the framework will outweigh the potential short-term burden of familiarising and ensuring the principles are met.”

This comes as several awarding organisations introduce inflation-busting exam fee hikes for their qualifications, adding costs to colleges and providers.

Rob Nitsch, chief executive of the Federation of Awarding Bodies, told FE Week: “The headline principles reflect a best practice that FAB’s members would recognise.

“However, we will be looking closely at the potential impact and especially the additional regulatory burden that the proposal will generate, which we know is a very significant matter of concern for the industry.”

Public confidence in all qualifications

If agreed, awarding organisations will be issued statutory guidance which will set out examples of incidents that constitute a breach of the new principles.

For example, “not taking sufficient care about the accuracy of information that the awarding organisation provides to Ofqual and users of qualifications” would be considered a breach of the first principle, “act[ing] with honesty and integrity”.

Incidents which see results delayed to students, or running negative advertising campaigns against competitor qualifications, could see AOs in breach of principle 4: “Maintain, and where possible, promote public confidence in qualifications.”

Ofqual’s proposed guidance on this principle specifically states its expectation to maintain and promote public confidence in all qualifications, not just the ones they award.

Ofqual’s existing rules already require awarding organisations to make sure qualifications are fit for purpose. A new condition, and guidance, is now proposed as one of the six principles which says: “An awarding organisation must ensure that each qualification that it makes available, or proposes to make available is, and continues to be, fit for the purposes for which it is intended.”

The consultation closes on February 12, 2025.

Ofqual’s proposed six principle conditions

An awarding organisation must:

Act with honesty and integrity
Treat learners fairly by acting and taking decisions with due impartiality and based on appropriate evidence
Ensure that each qualification that it makes available, or proposes to make available is, and continues to be, fit for the purposes for which it is intended
Act in a way that maintains and, where possible, promotes public confidence in qualifications
Act in an open, transparent and co-operative manner with Ofqual and, as appropriate, with users of qualifications
Conduct its activities with a proactive approach to compliance with its Conditions of Recognition

Ofsted ‘falling short’ on improving FE, researchers claim

Ofsted is “falling short” on its aim of being an “intelligent and proportionate force for improvement” in further education (FE), research has suggested.

Researchers for The Edge Foundation and from University College London surveyed and interviewed 53 stakeholders from FE colleges, sixth form colleges, adult learning institutes and specialist colleges.

The research, published today, found that negative impacts of the education watchdog’s inspections are “more numerous than the positive ones,” especially in colleges serving disadvantaged communities.

Negative impacts include “unsustainable or harmful levels of burden,” heightened anxiety among staff, and a focus on metrics that detract from meaningful improvement efforts.

Educators – quoted anonymously – also report high-stakes inspections are affecting staff retention, with some saying, “inspection ends people’s jobs,” pushing valued teachers out of the sector entirely.

However, researchers also found that inspections had positive impacts, such as giving a “stamp of approval or quality assurance”, boosting confidence and good marketing for attracting students and parents.

Research on FE impact ‘scarce’

Overall, the academics found a “scarcity” of research on the impact Ofsted has on further education and skills sector.

However, all 14 studies they did find “raised concerns” about the negative effects of inspections.

The report said studying the impact of Ofsted on FE and skills is “crucial” for delivering “skills and social justice agendas”, given that the sector educates students from disadvantaged backgrounds, with lower education achievement levels, and a higher risk of dropping out.

Under new chief inspector Martyn Oliver, Ofsted has said it wants to put vulnerable and disadvantaged children “at the heart of what we do”.

Reduce ‘high stakes’ inspections

Some stakeholder suggestions such as stopping the “reductionist” overall grade, are already being implemented by the watchdog following the Big Listen consultation earlier this year.

The education watchdog is reforming its inspection framework ahead of the rollout of new inspection report cards, which will be tailored to FE and skills, as well as starting a new ‘academy’ for training inspectors.

However, other suggestions put forward include reducing the “high stakes” nature of inspections, potentially by not publishing outcomes, some stakeholders suggested.

Making inspections more “developmental and advisory”, rather than judgmental, could also proposed to foster a more collaborative environment, researchers were told.

Stakeholders also said inspectors should extend their visiting time and their reports could be “expanded” to provide detailed feedback on improvements.

Colleges ‘sidelined’

Anne Murdoch, senior adviser in college leadership at the Association of School and College Leaders, said: “This research demonstrates that those working in FE colleges share many of the same frustrations with Ofsted as their counterparts in the school sector.

“It is therefore disappointing that some of the recent positive changes, such as the removal of single headline grades, currently apply solely to schools in the state sector with no timescale for a wider rollout.

“We strongly encourage the DfE to consult with colleges and other settings as a matter of urgency about how to improve inspection for them in the short term, ahead of the introduction of the new accountability system based on report cards.”

Murdoch added: “FE colleges have felt sidelined in decisions about accountability. It’s vital that the new system is based around an agreed set of standards following consultation with the whole of the education sector.”

Ofsted was approached for comment.

Replace GCSE maths resits with new foundation course, says OECD

The government should replace GCSE maths resits with a new foundation level course, the Organisation for Economic Co-operation and Development (OECD) has said after warning the “bar is unachievably high” for some students to pass.

The organisation, which runs the influential PISA tests, today published a report analysing the performance and participation of maths in England.

It found England’s share of young people studying maths up to the age of 18 is among the lowest in the OECD’s 38 member countries – in part due to a “limited range” of options for continuing the subject in post-16 education.

The report comes amid the government’s curriculum and assessment review, which FE Week understands will make a recommendation on whether to continue with the current forced resits policy for 16-year-olds who fail to achieve a grade 4 pass in GCSE maths.

Chaired by Becky Francis, the call for evidence for the review runs until November 22.

Here are the main points from today’s OECD report.

Low post-16 maths participation

The OECD found that at least half of students typically study maths to 18 across most of the organisation’s member countries, compared with just 16.5 per cent of 16-18-year-olds in England.

Data used in the report for 2018/19 showed almost a third (29.8 per cent) of students studying maths at 16 to 18 were those who did not have at least a grade 4 at GCSE and are required to continue studying the subject as a condition of funding.

‘Unnecessarily high bar’

The high share of young people not attaining a grade 4/C in GCSE maths – almost a third in 2023 – “might suggest that the bar is unachievably high for some students”, the OECD said.

It found that the breadth and depth of maths GCSE is comparable to other mathematics programmes reviewed for this report – such as the “basic scope mathematics” in Poland and the “H1” mathematics in Singapore.

However, England’s students taking GCSEs are “comparatively younger” than their counterparts in Poland and Singapore as they have just two years to cover the GCSE content from age 14 to 16, compared to four years in other countries.

The report said that while setting high and demanding expectations for students is “important”, it is also “critical” that expectations are “achievable and reflect the mathematics that young people are likely to need in work and education post-schooling”.

Limited choices

In England, students who do continue with maths after age 16 take the subject at A-level and are usually “very high performers”, suggesting that the options “cater to a small elite group”.

In 2015, England introduced Core Maths to meet the needs of a wider range of young people who wish to continue studying maths until 18 but participation “remains low”. In 2023, just 1.9 per cent of 19-year-olds achieving a post-16 or level 3 qualification achieved Core Maths.

There was no mention of England’s functional skills offer in the OECD’s report.

Canada, Denmark, Ireland, New Zealand, and Singapore were highlighted by the OECD for providing a “far wider range” of different maths levels and options to “serve varied interests, needs and future aspirations among students”.

The report said: “Importantly, the diverse range of options to continue engaging with mathematics until the end of upper secondary creates a perception and expectation that the subject is for everyone.

“In these systems, mathematics is not compulsory for the duration of upper secondary education for all students, yet participation rates are high, with around at least half of young people continuing to study maths until the end of upper secondary, and sometimes almost all students choosing to do so.”

Foundation course should replace resits

The report found systems in multiple other countries provide a maths programme or course at a lower level of demand than England’s foundation tier maths GCSE.

These include systems with “strong” performance and participation in maths such as Austria, Denmark and Singapore.

The OECD said providing maths that is “more accessible” could help to improve motivation and engagement in England.

It recommended that policymakers review maths options to “ensure that they meet the needs of at least three different student profiles” across 16 to 18s.

The government should consider a “foundational level course for those who do not achieve at least grade C/4 at GCSE to continue building their core mathematics knowledge and skills (replacing GCSE re-sits),” the report said.

What FE thinks of Ofsted – and how to improve it

As we embark on the most significant social and economic transition since the industrial revolution, there is growing recognition of the further education and skills (FES) sector’s importance for upskilling young people, reskilling existing workers, driving productivity and promoting social justice.

Despite this, there is limited research into what works well and what requires improvement. In particular, the FES sector has faced huge challenges relating to external accountability through Ofsted and its education inspection framework (EIF).

Following recent debate and scrutiny around Ofsted, there is a strong appetite for improving the inspection regime.To achieve this, understanding the impact of inspections on FES institutions is critical.

To that end, the Edge Foundation is today publishing a new report, Ofsted Inspection in the General Further Education and Skills Sector in England, led by Dr Bernie Munoz-Chereau at UCL Institute of Education.

The study aims to add missing voices to the debate around the impacts, benefits and disadvantages of Ofsted inspections in the FES sector, addressing a gap created by limited academic research in this area.

Key findings

The study includes a detailed literature review and combines qualitative and quantitative data collection and analysis. This has provided a robust understanding of the issues surrounding inspections in the sector.

Our comprehensive study explores the perspectives of 53 stakeholders – including tutors, governors, middle managers and senior leaders across various types of FE colleges – and how they feel Ofsted inspections have positively and negatively impacted their institutions.

In terms of benefits, participants noted that Ofsted inspections serve as a stamp of approval and quality assurance, enhancing their institutions’ reputation, boosting self-assurance among staff and acting as a marketing tool to support student enrolment.

However, significant concerns were also raised about the negative effects of inspections. Increased workload, detrimental impacts on staff wellbeing, challenges with staff retention and constraints on innovation were common themes.

Additionally, while many participants acknowledged the improvements brought by the Education Inspection Framework (EIF) in 2019 – such as a greater emphasis on curriculum quality and student learning – they criticised its reductionist approach.

Many expressed concerns that the EIF can lead to subjective judgments and unintended consequences that overlook the complexities of their college environments.

Furthermore, participants more or less unanimously agreed that one-word judgments failed to adequately reflect their hard work and that they would welcome a shift towards inspection reports as supportive documents to help colleges improve.

The full report contains extensive details on these and other findings, including specific examples and participant feedback.

Recommendations for improvement

When scrutinising any system, the temptation is to focus solely on what does not work. However, we must also recognise Ofsted’s vital quality assurance role.

With this in mind, our report emphasises five policy and practice recommendations made by participants. These build not only on what does not work well but on what does. The hope is to bring nuance tob the broader discussion around Ofsted’s role.

1. Reduce high-stakes nature of inspections

To create a more supportive environment for improvement, it is essential to lessen the high-stakes atmosphere around inspections.

Participants suggested that reducing the consequences associated with inspection outcomes – such as public reporting or potential college closures – would help produce a more constructive atmosphere where FES institutions can focus on genuine improvement.

2. Make inspections developmental and supportive

Many stakeholders called for a shift towards advisory inspections that are non-judgmental and supportive. Doing so would seek to enable institutions to openly share best practices and seek guidance rather than facing punitive measures.

3. Remove overall grades

Participants advocated for eliminating one-word judgments altogether. Others also favoured a more nuanced assessment approach to recognise individual departments.

Highlighting the need for a more detailed evaluation process, one respondent noted: “Each department has strengths and weaknesses and staff feel that their department is not recognised in the overall Ofsted reports.”

4. Expand inspection reports

There was a strong consensus that inspection reports should become more explanatory and tailored towards improvement strategies. Some suggested that more detailed reports with contextual information around grading would provide institutions with clearer guidance on how to effectively enhance their practice.

5. Extend inspection visits

Allowing inspectors more time to engage with institutions could lead to a deeper understanding of their unique cultures and challenges. Participants suggested that extended visits would enable inspectors to observe practices holistically rather than rushing through assessments.

This report is timely, coinciding with intense scrutiny around the inspectorate’s current methods. The new Labour government recently scrapped overall single-word Ofsted judgments in the school sector, highlighting a potential shift towards a more nuanced, supportive framework for evaluating educational performance.

FES faces many challenges including funding disparities and the need for urgent skills development to meet local labour market demands. The sector also faces a huge staff retention and recruitment crisis.

A less punitive and more supportive Ofsted could tackle this by reducing the number of staff leaving the sector.

One thing is certain: there is growing recognition of the need for transparency and a continuous improvement mindset across educaiton. We hope this new report will offer valuable insights for educators, policymakers and other stakeholders.

Download the full report here

Apprenticeship giant Kaplan secures Ofsted upgrade

England’s largest financial services apprenticeship provider has been upgraded to a ‘good’ Ofsted rating.

Kaplan Financial Limited was praised by the watchdog in a report published today that highlighted “comprehensive” apprenticeships, “suitable” quality improvement strategies and a reduction in the number of drop outs.

Inspectors found that apprentices are “enthusiastic…enjoy a calm and comfortable learning environment”, develop relevant professional behaviours and become “credible and competent professionals”.

Kaplan was hit with a second consecutive ‘requires improvement’ verdict in 2022. Between that inspection and this latest visit, the number of apprentices in training at the provider has fallen from 11,500 to just over 8,000.

Today’s report resulted in ‘good’ judgments in four of five fields, with an ‘outstanding’ for personal development.

Stacey Fitzsimmons, Kaplan’s chief operating officer, said: “A focus on the recommendations in Ofsted’s 2022 report combined with significant investment in our talent coaches and tutors, with support from colleagues in every function and at every level have contributed to this impressive outcome.

“Their expertise, dedication and care have created a sector-leading apprenticeship offer.”

Kaplan delivers apprenticeship training to mostly adults working at big-name employers such as Microsoft, Cisco and HSBC.

Three-quarters study the popular level 7 accountancy or taxation professional apprenticeship, with the rest enrolled in apprenticeships in the professional and business services sector or the financial services sector from levels 2 to 6.

Kaplan became the highest-earning training provider in the apprenticeship levy market in 2021/22, according to latest available data, knocking Lifetime Training off the top spot after raking in over £45 million from big levy-paying businesses.

This could soon change, however, if the government goes ahead with proposed plans to level 7 apprenticeships from the scope of levy funding.

‘Clear and ambitious vision’

Today’s Ofsted ‘good’ report said Kaplan’s leaders have a “clear and ambitious” vision to develop “highly skilled” apprentices.

Inspectors found that apprentices and employers value the knowledge and skills apprentices learn, and recognise how this helps them to prepare for work and contribute to their organisations.

In the accounting curriculums, leaders provide a “comprehensive apprenticeship that teaches apprentices the knowledge and skills essential to becoming successful accountants”.

Talent coaches were praised for accurately identifying apprentices’ starting points and using these “effectively to inform their teaching”.

Tutors also use teaching strategies “effectively in well-organised sessions to help apprentices learn substantial new knowledge and skills”.

Ofsted said leaders have a good understanding of the strengths and weaknesses of their apprenticeships and have implemented suitable strategies to improve the quality of education.

The number of apprentices who leave during their apprenticeship has also started to be reduced, according to the report, which has resulted in an “overall increase in outcomes”.

Latest government data shows that Kaplan’s overall achievement rate was 55.9 per cent in 2022/23, with a retention rate of 57.4 per cent.

Ofsted noted that “too many” apprentices have been negatively impacted by changes in talent coaches.

The report said: “Numerous apprentices have undergone several changes to their talent coaches throughout their apprenticeship. These changes have created frustration, and apprentices have lost motivation because they have to re-submit work. This additional work has resulted in many apprentices continuing beyond their end date.”

Leaders have now reduced the caseloads of talent coaches and provided additional training to ensure apprentices receive a consistent experience, Ofsted added.

Leaders were however praised for “effective” subcontracting and an external advisory board with members who are “highly skilled and experienced education professionals who provide extensive challenge, insight and direction to the leadership team”.

Kathy Walton, Kaplan Financial’s CEO, said: “We are extremely proud of this result and gratified that it reflects Kaplan’s strong commitment to placing learners at the forefront of our apprenticeship provision.”

Ofsted Academy publishes first inspector training materials

The new Ofsted Academy has published its first inspector training materials as the watchdog attempts to increase transparency – but only for school inspectors so far.

FE Week’s sister publication Schools Week revealed in January that the inspectorate would establish the platform to bring together its “specialist inspection and regulation learning under one roof”.

Ofsted was criticised in 2022 for refusing to publish “aide memoires” – training guides that summarise inspection criteria – given to inspectors after some were leaked online.

Today, Ofsted uploaded the Academy’s first content – six inspector training videos.

It is part of a range of measures implemented following the ruling last year that an Ofsted inspection contributed to the death of headteacher Ruth Perry.

The watchdog had already made its mental health awareness training for inspectors available on its YouTube channel earlier this year.

But the materials released today are specifically for training school inspectors.

An Ofsted spokesperson claimed separate materials for FE and skills inspectors and other remits will be released at a later date.

“More recordings of training given to inspectors working in the other areas that Ofsted inspects and regulates will be published in the near future,” the spokesperson said.

Six videos published

Some of the videos uploaded today are from Ofsted’s spring 2024 inspector conference. They include an introduction from national education director Lee Owston.

Other videos set out how inspectors can set off “on the right foot”, how to get “beneath the surface” and understand context and impact and how to inspect attendance “well”.

There are also general training videos from the early autumn term that set out how to inspect “in the best interest of children” and about the inspection data summary report (IDSR).

Chief inspector Sir Martyn Oliver, said: “At the start of my term as His Majesty’s Chief Inspector, I committed to publishing training materials for inspectors through the Ofsted Academy.

“I’m pleased to be publishing this first collection of school inspector training today. I hope that by sharing it in context, and making our training visible, we can really open up Ofsted to those we inspect and regulate.”

The training materials are published on a free-to-access external platform.

Laura Trott appointed shadow education secretary

Laura Trott has been appointed shadow education secretary in Kemi Badenoch’s front-bench team, it has been reported.

The appointment was made today just hours before education secretary Bridget Phillipson and her ministers are due to face education questions in Parliament.

Trott is the MP for Sevenoaks in Kent and served as pensions minister and then chief secretary to the Treasury in Rishi Sunak’s government.

The appointment comes after Badenoch won the Conservative leadership election, beating opponent Robert Jenrick with 56.5 per cent of the members’ vote.

Trott replaces Damian Hinds, the former education secretary and schools minister, who had served in the shadow role since the Conservatives lost the election in July.

It is not clear whether Hinds will be appointed to another role in the front-bench team.

TikTok and AI boost informal adult learning levels, survey finds

More adults are engaging in learning than ever thanks to a growing number of “informal” online platforms such as YouTube videos, artificial intelligence and social media, research has found.

Learning and Work Institute’s (L&W) annual survey has been going since the 1996, and this year asked a representative group of 5,000 adults about learning they take part in, their motivations and its benefits.

It found that since the pandemic, the proportion of adults who mainly learned online increased from 47 to 63 per cent.

This included through online videos such as YouTube and TikTok (46 per cent), completed online assessments (40 per cent), emails (38 per cent) and social media pages such as Instagram or WhatsApp (24 per cent).

Learning through newer technologies such as ChatGPT saw a 4 percentage point rise to 18 per cent since last year, while virtual reality use remained static at only 9 per cent.

But the proportion of adults who have learned through formal education – such as a college or community learning course – remains substantially below the 2019 rate (33 per cent compared to 43 per cent) and has dropped two percentage points since 2023.

Cautiously historic high

The rise in informal learning has driven the survey’s “historically high” learning participation rate of 52 per cent of adults, up from 49 per cent last year.

The institute’s definition of learning is deliberately “broad” and can include online videos, emails, and video calls.

However, L&W said that while increasing adult learning patterns are increasing across Europe, comparisons to pre-2021 should be “treated with caution” as the survey changed from face-to-face to online.

This raises “potential issues” with participation of older, disabled and digitally excluded adults who may be less represented.

Formal over informal

L&W’s chief executive Stephan Evans said that while an increase in informal learning is “good and positive” there should be “routes to more formal learning and accreditation” for those that want them.

The institute believes that alongside improving life chances through earning potential, informal and leisure learning brings benefits such as being enjoyable and increasing confidence.

Informal learning can also serve as a “hook” for people to continue learning, L&W deputy director Emily Jones said, including progressing to more formal studies.

Invest in learning

The apparent “innate” hunger adults have for learning is “counter” to the funding government and employers are putting into it, Jones said.

This is reflected in the £1 billion drop in public investment in learning and skills in England since 2010.

The deputy director told FE Week: “If we don’t have kind of more formal or accredited opportunities available because that investment has gone down, then actually adults potentially missing out on the benefits that that more formal learning can give to progression in learning and progression at work.

“I don’t think this survey shows a rise in participation meaning that it’s job done.”

Persistent findings

Compared to previous surveys, this year’s found “stark and persistent” inequalities depending on geography, how close adults are to the labour market, the age they left education and social grade.

While two thirds of London adults participated in learning, the highest level in the country, regions such as the south west and Yorkshire and the Humber had the lowest rates at 43 and 47 per cent respectively.

Seven in ten adults faced barriers to studying, including time or work pressure and the cost of learning.

About 30 per cent of women and people of lower social grades were significantly more likely to face barriers than men (16 per cent) and the higher social grades (20 per cent.

What next?

Jones said L&W now hopes Skills England will look at how to improve access to “formal opportunities” and, in line with the institute’s values to “look at lifelong learning in the round”.

She pointed to Wales’ new tertiary education body Medr as a good potential example of a move towards a more “unified tertiary system” instead of “siloed” thinking by separate government departments.

The institute would also like to see the modular courses being piloted as part of the delayed Lifelong Learning Entitlement programme “broadened” to focus on lower levels, as well as levels 4 and 5.