Latest news from FE Week

Global firm’s coding bootcamps secures high Ofsted praise

A Dublin-based coding provider has been awarded Ofsted’s top grade in its first full inspection.

Code Institute Limited, a global company set up in 2015, scored ‘outstanding’ judgments across the board after the watchdog saw how learners “quickly develop” the skills that will “allow them to gain entry-level employment in the industry”.

The firm secured funding contracts with four combined authorities and a local enterprise company to teach skills bootcamps in England in 2023 – the year that Ofsted’s remit was expanded to inspect the short courses which can last up to 16 weeks and must involve a job interview for each student.

At the time of Ofsted’s visit in January, 245 learners were studying bootcamps including a high-performance full-stack software developer course, a data analytics with artificial intelligence (AI) non-accredited programme, and a level 3 certificate in software development.

Ofsted’s report, published today, said leaders have developed a curriculum offer that is “highly responsive to the skills needs of the coding industry”.

Managers have “fostered strong partnerships with a well-developed network of leading global employers in the digital industry” and these networks have enabled them to “design and continuously adapt curriculums to reflect current trends in the industry”.

Artificial intelligence (AI) modules have been added to the skills bootcamps “in response to a growing industry need, giving learners the skills they need to be successful”.

Jim Cassidy, CEO of Code Institute, said the feat was a “significant milestone” for his education provider.

“It validates our ongoing commitment to bridging the digital skills gap and providing an environment that truly supports and propels our learners towards success,” Cassidy added. “This achievement is a shared victory for our team, our learners, and our partners.”

Ofsted found learners who are “incredibly enthusiastic” about their training. They are “highly driven to extend their learning beyond the classroom, participating in research and independent learning activities to deepen their knowledge”.

Participants are said to be part of an “extensive, extended global network of alumni and other coders” who also “contribute positively to society through charitable projects, such as raising awareness of modern-day slavery”.

The watchdog also praised learners’ attendance at online sessions as “exceptional”, highlighting how facilitators use “highly effective strategies to guarantee that learners are participating fully and are committed to their studies”.

Ofsted said leaders have an accurate understanding of the strengths and weaknesses of their courses and take action where necessary.

For example, following a review of early withdrawals, leaders “strengthened the advice and guidance provided to learners at the start of their course, leading to a substantial decrease in learners leaving their courses early”.

Governors were praised for having “valuable experience, knowledge and skills” and for “carefully” monitoring quality improvement while providing “high-quality” challenge on the quality of education offered.

Learners also “engage frequently with the highly skilled careers team”, developing technical CVs and cover letters tailored to specific digital skills roles and improving their interview skills.

This “helps learners to advance their skills and the personal and professional qualities they need to succeed in technical interviews”.

Lorraine Hall, director of quality at Code Institute, said: “This recognition confirms what we already know – that our learners receive an outstanding education in an environment that nurtures and challenges them to be their very best.”

DfE begins search for next FE Commissioner

The government is looking for an FE leader with an “outstanding” track record to take over as FE Commissioner when Shelagh Legrave steps down this autumn.

The Department for Education has launched a job advert for the next FE Commissioner to assess colleges that are in intervention and advise ministers on FE college improvement.

Legrave is the third person to hold the position. She started in the role in 2021 and her term ends this October.

The successful candidate will be paid £140,000 a year, a small bump from Legrave’s remuneration of £135,000.

The role will remain as a four-day week position and the next FE commissioner will serve for a three-year term.

The FE Commissioner oversees a team of five deputy FE commissioners, 15 FE advisers as well as working with National Leaders of FE and National Leaders of Governance.

Education secretary Bridget Phillipson is encouraging candidates with an “exceptional understanding” of the FE sector and a proven track record of leadership to apply for the position.

The FE Commissioner role was created in 2013 as an independent adviser to ministers, appointed by the education secretary and reporting to the skills minister.

“We are seeking candidates with an exceptional understanding of the FE sector, a proven track record of leadership, delivery, and achievement, outstanding communication and interpersonal skills, and the ability to drive initiatives with enthusiasm, dedication, and expertise,” Phillipson said.

She added: “In this exciting, challenging and high-profile role, you will lead the next steps in the work to ensure that statutory FE colleges and local authorities delivering FE across England are in the strongest possible position to provide an outstanding standard of education and training. As the FE Commissioner, you will collaborate closely with me, my ministerial team, sector stakeholders, and civil servants, as well as your own dedicated team of Deputy FE Commissioners and FE Advisers. Together, we will advance this important work.”

The FE Commissioner is appointed by the education secretary and reports to the skills minister.

The position requires candidates to have current or very recent experience of being an FE sector leader with a national profile, a history of promoting/advocating diversity in leadership and “exceptional” communication skills.

“This includes sometimes leading challenging and sensitive conversations to secure change,” the advert said.

It also requires expertise in both curriculum delivery and quality as well as finance performance.

Current commissioner Legrave had her term extended back in October 2023 for an extra 18 months, effective from April 2024. She will officially retire from the role on October 1, 2025.

Legrave had a background in accounting and previously led Chichester College before taking over the FE Commissioner role from Richard Atkins.

Legrave’s latest FE Commissioner report covering the 2023-24 academic year found four colleges and one local authority triggered intervention from the FE commissioner, while seven colleges left intervention.

Selection process

Ministers have created an advisory assessment panel consisting of three members to help assess who meet the eligibility criteria for the role.

The panel is chaired by Julia Kinniburg, director general of the skills group in the Department for Education, and is also made up of CEO of Walsall College Jatinder Sharma and Shaid Mahmood, chair of the Association of Colleges.

Sharma was also on the five-member panel that helped with the appointment of Legrave back in 2020.

The deadline for applications is midday on March 28. DfE will conclude interviews by mid-May.

WorldSkills UK EDI heroes 2025 revealed

Educators tackling under-representation in industry and employers going the extra mile for apprentices are among the winners of this year’s WorldSkills UK equity, diversity and inclusion heroes awards.

Winners spanning nine categories including apprentice of the year, social mobility champion and training provider of the year were announced this afternoon at a ceremony in Westminster.

The awards, sponsored by the University Vocational Awards Council (UVAC) and Skills and Education Group, aim to celebrate and showcase individuals, initiatives and institutions that break down barriers through technical education, training and apprenticeships.

Judges selected a project that intervened early to prevent young people from becoming NEET, a high-profile apprenticeships advocate and a care-experienced apprentice fighting for support for young people at risk of homelessness.

This year’s apprentice of the year is Andrew from United Colleges Group. Andrew grew up in foster care, and when he secured an apprenticeship with the College of North West London had to turn to homeless charities for support because his benefits were reduced.

Undeterred, with the help of his tutors and Centrepoint, Andrew completed his level electrotechnical apprenticeship and is now a powerful advocate for young people experiencing homelessness. He presented the #PlanForThe136k petition to Downing Street calling for better support for the over 100,000 young people who are homeless or are at risk of homelessness.

Winning training provider of the year is Birmingham Metropolitan College’s rail engineering department. Working in some of the most deprived areas in the West Midlands, they’ve helped over 500 people achieve the level 2 diploma in rail track maintenance and in to jobs with Network Rail and other companies.

Ben Blackledge, chief executive at WorldSkills UK, said: “A huge congratulations to all the winners. We’ve been truly inspired by the incredible people and the powerful stories behind the nominations.

“Together with our partners, we’re committed to celebrating the individuals and organisations driving real change, and we’ll use their success to inspire even more opportunities for young people, from all backgrounds, to choose apprenticeships and technical education as a route to success in work and life.”

Gower College Swansea’s eco-construction programme won this year’s social mobility champion award. The project targets young people at risk of becoming not in education, employment or training (NEET) and, despite launching in a morgue with no funding, it has now supports over 150 14-16 learners annually with an impressive 87 per cent progression rate.

Kaye Jackson, director of business growth and engagement at Skills and Education Group, said: “These inspiring individuals are truly making a difference in the further education and skills sector and championing EDI. Their passion and dedication are remarkable, and we are so proud to celebrate their achievements. Well done to all the nominees, and a special thanks to our partners at WorldSkills UK. We are excited to continue this important work together.”

A special outstanding winner of the year award went to Jagdeep Soor for his work in growing the Multicultural Apprenticeship Alliance. Since joining, he expanded the number of high-profile businesses and industry leaders, including bringing on board the likes of British Airways and Lloyds Banking Group, making the organisation a powerhouse for advocacy for inclusion in apprenticeships.

Trott leads charge against IfATE bill in the Commons

Education secretary Bridget Phillipson has been accused of “thinking she knows better than employers” as legislation overhauling technical education and apprenticeships hit the floor of the House of Commons.

MPs debated the Institute for Apprenticeships and Technical Education (Transfer of Functions etc) bill for the first time on Tuesday.

The bill, which has already cleared the House of Lords, abolishes IfATE and gives its powers over technical education and apprenticeships to the secretary of state.

Once passed, standards and apprenticeship assessment plans can be developed and approved by ministers without the need to involve “groups of persons” like employers.

Shadow education secretary Laura Trott led the charge in the House of Commons.

She said the legislation “poses more risks than benefits and proves there is not parity of esteem for technical and academic qualifications within the government”.

She added: “Can you imagine the outcry if this was done with history GCSEs? It is extraordinary that the government are cutting out employers and giving sole discretion to the secretary of state. They would not allow it with academic qualifications; we must not allow it with vocational ones.

“The bill is another manifestation of the Department for Education centralisation spree. As with the children’s wellbeing and schools bill, everything must be controlled by the secretary of state. Does the Secretary of State think that she knows better than employers?”

Speedy Skills England

Powers absorbed by the secretary of state are expected to be handed to the government’s new skills body, Skills England. But Skills England is not mentioned in the bill and, unlike IfATE which was independent from government, has been set up as an agency within the DfE.

Attacks also came from Phillipson’s own side, with education select committee chair Helen Hayes challenging the bill’s “lack of statutory underpinning” for Skills England “meaning that the secretary of state or future secretaries of state can make fundamental changes to Skills England or close it down without the consent of parliament”.

Phillipson defended her bill, arguing that setting up Skills England within the department was necessary for “time and speed”.

“The need to act is urgent; we must get on with this and ensure that we tackle the chronic skills shortages right across our country,” she said.

A committee will now review the bill and debate amendments.

You can watch the debate in full here.

Let’s build a brighter future for adults this Colleges Week

As Colleges Week 2025 unfolds, it’s essential to spotlight the often overlooked yet vital role adult education plays in achieving many of the UK government’s priorities.

While much attention is given to younger learners, adult education’s contribution to social mobility, economic prosperity, and wellbeing is immense. This year’s themes—from economic recovery to social cohesion—are underpinned by the transformative power of adult education. Without sustained focus and investment, we risk leaving behind millions of adults who could contribute to the UK’s future.

For 2025, the Association of Colleges (AOC) has focused on the government’s five missions – emphasising the critical role colleges play in building brighter futures. It’s vital to recognise that when we say colleges, we are not just talking about 18–19-year-olds, but how adult education aligns with these missions too.

Kickstart the Economy

Adult education is integral to the government’s ambition to “kickstart the economy.” As industries evolve and the labour market shifts, retraining and upskilling has never been more important. The UK will face a shortfall of over six million workers by 2030 without building the necessary skills, The Learning and Work Institute predicts. Adult education can help by offering practical skills in fields like digital technology, finance, and healthcare. Programmes like WM College’s AAT bookkeeping courses, for example, equip adults with the competencies needed to secure jobs in finance—a field where employers are actively seeking trained workers.

However, adult participation funding was reduced by 40 per cent as part of austerity measures in 2011 and has not grown since, resulting in a 1.5 million drop in participation. As such it falls below other OECD countries. This doesn’t just harm individuals—it stalls economic recovery.

Adult education must remain a priority, not a forgotten friend.

Become a Green Energy Superpower

The World Economic Forum’s “Future of Jobs Report 2023” highlights that green jobs are among the fastest growing and most resilient sectors in the European economy. Solar power is set to become Europe’s main source of energy before the end of the decade, potentially creating four million jobs by 2050.

The UK government’s goal to become a “green energy superpower” cannot be achieved without substantial investment in green skills training. Adult learning colleges are ideally positioned to help learners acquire skills in renewable energy technologies and sustainability practices. If we are serious about becoming a green energy leader, adults must have access to training to participate in this sector.

Take Back Our Streets

Building safer communities requires more than policing; it requires giving people the tools to build better lives. Adult education can reduce crime and enhance social cohesion by offering employment pathways to those at risk of falling into poverty or criminality.

Courses in social work and community services provide the skills to support vulnerable populations. Additionally, adult education programs in digital literacy and critical thinking can combat disinformation and misinformation and foster stronger communities. By teaching adults how to identify credible information and engage constructively online, we can help create more united neighbourhoods.

Adult education is especially essential for those facing social exclusion or unemployment. It provides a pathway for adults to gain qualifications and confidence to re-enter the workforce or pursue new careers. The LWI found adults who engage in education are 23 per cent more likely to find employment and 16 per cent more likely to receive promotions.

Break down barriers to opportunity

Adult education is pivotal in offering communities a sense of belonging and enabling them to integrate into UK society. The importance of integration receives relatively little attention in political and public debates and there is no UK-wide integration policy.

As part of the adult skills fund, emphasis should be given to curriculum that allows colleges to innovate and deliver to their diverse communities so that they can benefit from education and contribute meaningfully to UK society.

Building an NHS fit for the future

The NHS is under increasing strain, and adult education helps tackle the projected shortage of 1.3 million healthcare workers by 2030. Moreover, it acts as a preventative mechanism for improving mental and physical wellbeing, reducing pressure on NHS services.

Beyond directly supporting healthcare professionals, adult education also improves the overall wellbeing of the population. LWI recently found that 43 per cent of adult learners reported improved mental wellbeing after participating in education or training. Many healthcare providers prescribe adult learning to support individuals with mild to moderate mental health challenges, further reducing pressure on NHS services.

This Colleges Week, we must ensure adult education remains central in the conversation. Whether driving economic recovery, supporting the green energy transition, or fostering cohesive communities, adult education plays a pivotal role in shaping our future.

‘Outstanding’ grade upheld for engineering ITP

An independent apprenticeships provider has retained its ‘outstanding’ Ofsted grade for its strong employer partnerships and high proportion of apprentices achieving distinctions.

Herefordshire and Worcestershire Group Training Association (HWGTA) was awarded top marks in all but one of the six areas of inspection, according to an Ofsted report published today.

The independent training provider (ITP) was inspected last month. It had 683 apprentices studying 15 apprenticeships at the time, as well as five adults on a skills bootcamp in welding. Its most popular apprenticeships were the level 3 engineering technician and business administrator standards.

HWGTA was first awarded an ‘outstanding’ rating back in 2016. The latest rating handed the provider top marks in all areas except for personal development, which was rated ‘good’.

Ofsted inspectors praised the provider’s assessment of apprentices’ knowledge at the start of the course.

The report found that teachers begin with one-on-one conversations and skills analysis. For the level 5 operations manager apprenticeship standard, teachers documented the knowledge at the outset, which informs their teaching and apprentices’ progress.

“This creates a clear understanding of progress for teachers and apprentices, ensuring that gaps are quickly identified and remedied,” inspectors said.

Meanwhile, they also found that level 3 team leader apprentices start with little or no industry experience. But during the course, apprentices learn how to manage themselves, lead teams and oversee resources to complete projects “effectively”

“This contributes to employers valuing their apprentice’s contributions in the workplace,” the report beamed.

They also revealed that leaders work closely with employers to identify key skills and design training programmes.

HWGTA staff were found to “skilfully” coordinate on- and off-the-job training for apprentices. Ofsted noted how the provider arranged for level 3 engineering technician learning development specialists to collaborate with learners and managers so apprentices develop their job-related skills and knowledge.

They also commended the range of teaching strategies which helps learners build knowledge over time.

“This achievement is a testament to the hard work and dedication of our staff, the enthusiasm of our learners, and the strong support from our employers and other partners,” said Nigel Morgan, chief executive at HWGTA.

The report flagged the high achievement rate of learners and apprentices. Inspectors added that apprentices gain the knowledge and skills they need to “thrive” in their chosen industry.

“Additionally, the proportion of apprentices achieving distinctions in their final examinations is also high, reflecting the quality of training and support they receive,” the watchdog added.

After the course, apprentices were invited back to reflect on their experience and present their insight to their employers and large audiences.

Elsewhere, Ofsted inspectors applauded the “exceptionally skilled” industry leaders with decades of experience that make up the HWGTA governance board. The report noted they “rigorously challenge” senior leaders and show a strong interest in the quality of education.

They also praised leaders for quickly identifying rare instances of underperformance and swiftly apply effective strategies to improve the provision.

Plenty of opportunities for Bootcamp learners

Ofsted also inspected the provision of the welding skills bootcamp offered to five adults at the time.

They found that teachers took their time to explain concepts using diagrams, illustrations and workbooks and created lots of opportunities for learners to practise their new skills.

“Adult learners tackle complex tasks using various techniques and materials, such as fabricating a four-sided quencher and a sealed metal box,” the report said.

“They are given numerous chances to practise the range of skills necessary to complete these tasks, which helps them achieve fluency and consistency in their abilities.”

All of this contributes to most learners gaining employment once completing the bootcamp.

Morgan added: “We are committed to providing high-quality training that meets the needs of our community and prepares our learners for successful careers.”

“We are thrilled to receive this ‘outstanding’ grade from Ofsted.”

Joyce quits Ofsted for college leadership role

Ofsted’s top further education director is leaving the inspectorate to take a leadership position at a college.

Paul Joyce will stand down as further education and skills deputy director after 20 years with the inspectorate.

This comes weeks after Ofsted announced controversial reforms to inspections which unions described as “even worse” than the system we have now.

Joyce, a regular speaker on the FE conference circuit, will become deputy principal at North Warwickshire and South Leicestershire College (NWSLC) this summer under principal and CEO Marion Plant.

He said: “I am delighted to be joining the NWSLC team and am so looking forward to working with Marion and colleagues.

“I look forward to contributing to the continued success of the college and supporting the talented staff team to ensure that every student is empowered to reach their fullest potential.”

Ofsted told FE Week it would recruit externally for a successor to Joyce later this year and will appoint a temporary replacement in the interim. Its national director of education Lee Owston wished Joyce well:

“Paul has been a huge part of the Ofsted further education team for nearly 20 years. First, as an inspector and more recently as the deputy director of further education and skills, he has had a significant impact on raising standards for so many young people.

“We wish him all the best in his new endeavour.”

Marion Plant

Plant said she is “absolutely thrilled to have appointed Paul Joyce to the role of deputy principal at our strong, ambitious and happy college.

“Paul’s extensive experience, knowledge and, in particular, his style and approach will, without doubt, add significant value to an already effective and cohesive senior leadership team.”

Ofsted has been instructed by the new Labour government to replace current inspection reports with new-style report cards. But the plan has attracted early criticism as while it removes overall judgments, the watchdog wants to introduce potentially 20 areas where colleges will be graded.

Joyce’s decision to join NWSLC comes as the Ofsted grade 2 college prepares to launch a new “further education company” with Coventry University.

Plant added: “Everyone within our close college community looks forward to welcoming Paul into the NWSLC ‘family’ as we continue to build on our recent positive Ofsted assessment and prepare for an exciting formal partnership with Coventry University.”

Payments fail to solve T Level work placement problem

A cash incentives scheme to encourage employers to provide T Level industry placements flopped with nearly half the funding allocated clawed back, FE Week can reveal.

Freedom of Information data from the Department for Education shows officials recouped over £3.9 million of the £8.5 million dished out through the one-year T Level Employer Support Fund available from April 2023 to March 2024.

The Confederation of British Industry complained the “concerning” high clawback rate suggests roll out inefficiencies and called for “clear and easy funding” to help businesses step up to the task.

While cash incentives appear to have been officially retired, the DfE recently relaxed rules for T Level work placements to allow for hybrid and remote working in a bid to boost student numbers.

The DfE launched the £12 million Employer Support Fund in early 2023 as an opt-in scheme offering incentive payments of up to £25,000 for businesses hosting industry placements for 12 months from April 2023.

The flagship T Levels qualification includes a mandatory 45-day industry placement with an employer.

The FOI figures, obtained by FE Week, revealed £8.5 million was handed to 273 training providers whose payments were based on their T Level student numbers.

A total of 1,243 employers then made claims to the fund.

Guidance for providers stressed employers could only claim for “legitimate costs” for providing an industry placement and could not profit from the cash.

Legitimate costs referred to administrative costs such as physical workspaces, and tangible costs including equipment and insurance.

Employers were required to submit a declaration form including basic information about their business and the costs they were claiming for, though they were not asked to evidence claims.

Providers were responsible for everything else: validating claims from employers, making the payments to businesses either once a start date was agreed or a placement began, and then reporting back the claims paid out via a DfE online tool.

The DfE clawed back any unclaimed funding from providers and recouped £3,959,786 in August.

Rob West, head of education and skills at the Confederation of British Industry, said: “The high clawback rate is concerning as it suggests inefficiencies or overly stringent rules that prevent employers from fully benefiting from the funds.

“T Levels have struggled to gain full buy-in from employers, who want to be involved in the creation and development of solutions, rather than just delivering a pre-determined ‘answer’ from the government.”

Business groups are still pressing for some form of incentive despite previous iterations of the fund also failing to attract support.

A £10 million incentive fund handing out £1,000 payments between 2021 and 2022 resulted in a £6.75 million clawback, while a £7 million scheme giving £750 for each placement running from 2019 to 2021 resulted in just £500,000 being spent.

The Federation of Small Businesses rehashed previous calls for £1,000 payments to be reinstated.

Tina McKenzie, FSB policy chair, said: “For T Levels to be a success, we need sustained, clear and easy funding assistance to be in place, which is then promoted well to raise awareness amongst small firms, allowing them to plan ahead and create new placement roles.”

A government frequently-asked-questions page on T Level industry placements says the Employer Support Fund (ESF) was always meant to be a one-year fund as it found “the majority of employers are able to host the placements without the ESF”.

It adds: “Overall, the ESF has proven to be a valuable way of testing employer need and we will be monitoring the evidence from the pilot to inform any future support offer.”

Julian Gravatt, deputy chief executive of the Association of Colleges, said T Levels were “making a real difference” in colleges for around 29,000 current students, but securing placements with employers “has always been a challenge”.

He added: “There continues to be a case for targeted support for employers who are small or who are involved in priority sectors but perhaps part of a wider DfE employer engagement strategy involving programmes outside T Levels.”

The Department for Education was approached for comment.

Apprenticeship reforms mirror Scotland – and that’s good

From my home in Scotland, two changes to the English apprenticeship system announced last week caught my eye: the scrapping of functional skills for adult apprentices and the reduction of the minimum duration from twelve to eight months.

Both changes are sensible and certainly get my vote. They both promote greater flexibility in the delivery of apprenticeships and we need more flexibility to meet the needs of the diverse audience that apprenticeships serve. A one size fits all approach simply doesn’t work.

Mandatory minimum duration

In Scotland, we’ve never had a mandatory minimum duration for completing an apprenticeship. We ask developers to provide an `average duration’ as a guide and this helps employers and apprentices to better understand the size and scope of the programme. But it’s just a guide.

We think it’s important that apprentices work at their own pace. Some will progress faster than others. We don’t think there’s any merit in slowing down an apprentices’ progress simply to meet an artificial timescale.

Apprenticeships come in different shapes and sizes, so inevitably some will take longer to complete than others. In traditional sectors such as engineering and construction, a four-year programme model works well and meets the needs of employers.

In other sectors such as hospitality and retail, more intensive assessment over shorter periods is the best delivery model for many employers so apprenticeships can be delivered and completed more quickly without any reduction in quality.

And we shouldn’t forget that many candidates have already acquired significant skills and knowledge before they start their apprenticeship and this enables them to progress more quickly.

Whilst the current rules in Scotland allow for very short delivery and completion times (as little as three to four months), in practice these are few and far between.

The Scottish system acknowledges the complexity of the apprenticeship system and encourages each sector to determine the appropriate duration for its apprenticeship programmes. It has worked well. There have been no horror stories.

It’s good to see England showing more flexibility with this. Hopefully this will be the first step in the eventual scrapping of mandatory minimum durations for all apprenticeship programmes.

Functional skills

The removal of functional skills from adult apprenticeships is also welcome news.

We don’t have functional skills in Scotland. Instead, we have Core Skills (numeracy, information and communication technology, communication, working with others and problem solving); they are mandatory and assessed in the workplace alongside the main vocational qualification.

In the early days of Scottish apprenticeships (the mid-1990s) there was a degree of enthusiasm for core skills.

In creating apprenticeship frameworks, many employers set core skills at high levels. The rationale was that an apprenticeship should be developmental in nature and should provide apprentices with skills and knowledge above and beyond those required in the current job role.

However, employers quickly realised that the achievement of core skills at these higher levels required apprentices to undertake activities which were not part of their current job role, so additional activities needed to be put in place for assessment to be carried out. This could be costly and employers began to question the original rationale. Gradually, core skills levels fell into line with workplace activity.

Since then, the enthusiasm for core skills has dampened.

Many employers agree they are a good thing and are important. But there is a belief they should be included as a mandatory part of the school curriculum; school-leavers should start an apprenticeship with a clutch of core skills already achieved.

And there’s the cost. There is no additional funding in Scotland for the delivery of core skills so employers feel they are paying for something that schools should be providing.

There’s no doubt that core skills and functional skills can bring valuable additional learning to apprenticeships and support the development of future careers.

But Scottish evidence suggests that employer appetite for these skills in frameworks is low; presumably, employers in England take a similar view.