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Level 3 qualifications reform poses a risk to digital skills

Through my work with digital employers and FE colleges across the UK, it’s clear that the recent decision to pause and review the cancellation of the Level 3 Digital BTEC (and indeed other subjects) has come as welcome relief for many.

The slight shift in tone from DfE ministers is also positive, with Jacqui Smith indicating that the cull of qualifications won’t be as drastic as the last administration had planned.

However, there is still much uncertainty about how the new Level 3 qualification landscape will look, which is proving a challenge for colleges in terms of curriculum planning and recruitment for 2024/25.

Having worked in education for over 25 years and in FE for a decade, I am unequivocal in my view that BTECs must be preserved. They have long been an essential pathway for young people to develop practical skills, particularly in the digital space.

For many students, especially boys aged 16-19, the two-year BTEC programme provides flexibility and time needed to mature, not just academically but personally.

I see remarkable growth in students’ abilities and attitudes between their first and second years. The opportunity to learn at their own pace, adapt to new technologies, and develop critical business skills is invaluable.

This continuity and growth is what worries me about the push to phase out BTECs in favour of newer qualifications like T Levels. While T Levels are an excellent addition to the educational landscape, the reality is that they aren’t suitable for every 16-year-old.

The requirement for students to have already passed their Level 2 English and Maths before they can begin a T Level creates a barrier for those who may need more time or support to achieve these qualifications.

Some colleges are creating transition courses to prepare students for T Level courses, but even these don’t guarantee that they will all be able to handle the more academically rigorous and exam-driven structure of T Levels.

Another significant hurdle is the mandatory 45-day industry placement required to complete a T Level. Finding relevant placements is difficult, and the strict rules—such as limiting students to a maximum of two employers—make it even harder.

Without incentives, recruitment problems will continue

Add to this the difficulty of scheduling placements around college timetables, and the whole process becomes burdensome for students and institutions alike.

Many of the colleges I work with are also struggling with a lack of qualified teachers to deliver the Digital T Level.

The curriculum is more complex and demands more teaching hours than BTEC, yet colleges struggle to recruit digital experts, who can earn significantly more in the private sector. Without incentives such as additional payments for teaching in high-demand subjects, this problem will continue.

Some solutions may lie in increased collaboration with businesses, but building these partnerships takes time and resources, both of which are in short supply.

In my own work with colleges, we collaborate with companies by arranging visits, running skills projects and setting up placements for students, but a co-ordinated policy solution is needed. For example, the government could consider offering tax incentives for companies that allow staff to contribute to college teaching or mentorship programs.

Apprenticeships offer another valuable route for young people, and skills-based hiring is becoming more prevalent across many industries. Companies like Wavemaker, Hays, and Lloyds Bank are establishing their own academies to train young people post-Level 3, offering opportunities to ‘earn while you learn’. Degree apprenticeships are also gaining traction and becoming very much in demand.

But to ensure that every student can access such opportunities and reach their career goals, the Level 3 qualification landscape must provide choice and flexibility.

Level 3 BTEC courses are a lifeline for many students who, for various reasons including personal challenges and disrupted education need an accessible, flexible option. Without it, many students may leave full-time education with only a Level 2 qualification, potentially cutting off further progression into higher education or skilled employment.

This isn’t about complicating the system with too many qualifications; it’s about ensuring that there is a pathway available for everyone, no matter what their ability, interest, career goals or preferred way of learning.

If we want to close the skills gap, particularly in the digital industries, we must ensure that Level 3 qualifications remain responsive to the needs of all learners, as well as the needs of employers.

BTECs are central to this ambition. They will help ensure that every young person can pursue a digital career and take advantage of the endless opportunities available in this exciting sector.

Budget: Our expectations must be realistic and long-term

The first budget by a female chancellor, and the first for the new government would be big news at any time. But with the long lead-in time, speculation really has been running rife.

Some commentators have been criticising the government for not having detailed plans in place for after they took power supporting an early budget. I’m more in the camp of being careful what you wish for, because there are so many complex areas of policy, and of course funding, that need attention.

To expect an incoming government to be ready with solutions for them all is probably unrealistic, but certainly undesirable.

I’ve seen too many policy ideas presented like classic a Blue Peter craft project: “here’s one we prepared earlier”. Rarely do those policies work well unless there is engagement with the people implementing them, and even better with the people who are meant to benefit.

What looks neat, clear-cut and simple in Whitehall often makes a lot less sense on the ground.

But to engage, listen, learn and co-create takes time. And after a long period in which college leaders have felt they weren’t being listened to, there is an expectation of change. That engagement is happening, and at pace, but it will still take some time to reach conclusions – and so it should.

In post-16 and skills policy we have plenty going on: a review of curriculum and assessment, the establishment of Skills England, reforms to the apprenticeship levy, the new youth guarantee, devolution, the industrial strategy, a skills strategy, local growth plans and probably others too.

On all of these, it feels to me as if we are being engaged and our views and proposals being carefully considered.

As for the budget itself, we’ve all been hearing the chancellor’s warning of the parlous state of the finances they have inherited, something forewarned before the election by Paul Johnson from the Institute of Fiscal Studies and many others.

The only thing for certain is that expectations are low

The only thing for certain is that expectations are low of any new or significant investment. That could be the tactic, or it could be the reality; I’m expecting a few voter-friendly rabbits to emerge from the chancellor’s red box, but not too many, and not with big price tags.

Our asks for the budget were modest and realistic: help with pay to at least match the school teacher pay award of 5.5 per cent (costing about £250m), VAT reimbursement like schools (returning about £210m to college coffers) and full funding for the rising numbers of 16- to 18-year-olds.

Even achieving one of those feels like it might be a win, but in reality all three are hard to argue against. The trouble is that there are very strong arguments like ours across so many public services and nowhere near enough tax to pay for them all.We all know that there are lots of tough choices to be made.

Next week, the chancellor sets out government spending for 2025-26 only. By March, she will have plans for the next few years, and for that our asks will be much more ambitious.

In March, we need the chancellor to show that she views our sector as offering a strong and vital return on investment, not a cost. We need to have shown her and other cabinet ministers that their missions of economic growth, net zero, safer streets, wider opportunities and the NHS cannot be delivered without investing in people.

Colleges and further education are vital drivers across all of those missions. The sector helps young people and adults develop themselves as citizens and skilled workers, supports employers to innovate and improve productivity and helps develop stronger, more tolerant and cohesive communities.

That’s the vision I want the chancellor to believe in. Because if she does, then the investment will have to follow – if not this month, then in March and beyond.

Pay deal ends two-year dispute at north east college group

A Teesside college group has settled a staff pay dispute after two years of “holding firm” by Universities and College Union (UCU) members.

The agreement between the Education Training Collective (ETC) and its staff covers three academic years between 2022 and 2024.

UCU said its members at ETC have carried out 13 days of strike action in the last 17 months.

But they have now voted to accept a pay offer that amounts to at least a 13.5 per cent increase for staff across the last three years, FE Week understands.

Some lecturers, course leaders and support staff will also see increases of about three per cent after the removal of the lowest pay scale and an increased top pay scale.

Staff parking charges will also be removed from all college campuses and additional wellbeing days will be introduced.

The group has more than 11,000 students at Bede Sixth Form College, NETA Training Group, Stockton Riverside College, The Skills Academy and Redcar and Cleveland College.

UCU general secretary Jo Grady congratulated ETC members for “holding firm” for the pay deal.

She added: “This award should now serve as a warning to other college bosses, pay our members fairly or face sustained strike action until we win.”

An ETC spokesperson said the college group is “delighted” with the agreement.

They added: “Etc. is committed to remunerating colleagues as fairly as possible without risking the financial health of the group.”

Learning of additional strikes in March this year, bosses said the group’s financial position meant it was “unable” to agree further pay increases.

From August this year, staff will receive a three per cent pay rise, half a percentage point higher than the Association of College’s recommendation last month.

But many of the pay increases announced by UCU today have been previously rejected, according to previous statements.

This includes a 3 per cent pay rise from August 2022, one per cent from May 2023, and a 6.5 per cent across-the-board pay rise implemented from November 2023.

According to its most recent available accounts, for 2022-23, the college had a ‘good’ financial health rating, with the Education and Skills Funding Agency’s main allocations amounting to about £23 million in 2023-24.

In 2022-23 the college finished the year with a surplus of £621,000, reserves of £23 million and long-term bank debt of £2.4 million.

This comes as the National Education Union (NEU) ballots teachers in 40 non-academised sixth form colleges for strike action over the decision to fund a 5.5 per cent pay award for schools and academised sixth form colleges. Balloting closes on November 7.

Give employers tax relief on training, say Lords

A House of Lords select committee has thrown its weight behind calls for a skills tax credit to encourage employers to spend more on training.

The industry and regulators committee, which ran an inquiry into skills and apprenticeships earlier this year, said the UK has “lost the advantage” of employer-led workforce training, which could be reversed by tax incentives.

UK employers spend less than half the EU average on training per year, down from £2,139 per employee in 2005 to £1,530 in 2019, according to Learning and Work Institute (L&W).

This idea had “support in principle” from several committee witnesses including sector bodies and former skills minister Robert Halfon.

Youth guarantee

Following its inquiry launched in April this year, the committee concluded that the skills system is complex, lacks strategic direction and operates in a “fitful, short-term fashion”.

Labour’s promised post-16 education strategy should simplify the system with longer term funding and “a smaller number of priorities and programmes”.

Other areas of concern include the exact role of Skills England, proposed reforms to the apprenticeship levy “pulling in different directions” and barriers to Labour’s youth guarantee.

The committee wrote: “For providers to be able to guarantee opportunities for young people, the funding necessary for this will have to track demand more closely, as it does in the higher education system.

“Otherwise, funding restrictions will mean that there will always be a cap on how many people can be taught, and there will be no guarantee.

Labour’s skills minister Jacqui Smith is expected to formally respond to the report in a public committee session on November 26.

Early policy decisions such as restricting level 7 apprenticeships and introducing “foundation” apprenticeships suggest that the new government is willing to refocus funding towards younger people.

The tax credits idea

Modelling for a “skills tax credit” and an enhanced “super tax credit” by Learning and Work Institute suggests the idea could unlock over £1 billion in employer investment in training, reversing much of the cuts to adult education since 2010.

The credits would allow businesses to deduct training costs from their corporation tax liabilities, similar to the research and development tax credit.

Skills tax credits were first recommended to the government in 2012 by Dragon’s Den star Doug Richard, who was appointed to review the apprenticeship system.

The suggestion had the support of former skills advisor Baroness Alison Wolf in 2019, although she told the education select committee protection would need to be built into the system to avoid “massive fraud”. The Treasury at the time it would need a “clear economic case.”

Barriers to employer-funded training

Some employers fear investing in staff who may leave to work in other companies, the committee heard.

To combat this, the government and Skills England should “take a lead” in communicating that investing in staff actually helps employees “retain staff for longer”.

Simplifying the skills system could also help tackle “low levels of employer awareness” of what training is available.

Right skills for industry – and people

“We know that the government has got a new industrial strategy, but for that to be a success, we have got to have the right skills in place,” committee chair Baroness Ann Taylor told FE Week.

“There are significant gaps in a whole range of industries such as construction and nuclear as well as smaller industries.

“The evidence suggests that the system isn’t meeting the needs of industries, or young people who leave school without the intention of going to university and don’t have the opportunity to gain the skills they need, want or deserve.”

‘Taking skills seriously’

A DfE spokesperson said: “It is high time we took apprenticeships and skills training seriously as a country and this government is mission-driven to do so.

“We will unlock opportunities for our young people to harness their talents and grow our economy.

“Through Skills England and our new growth and skills levy, we are working with businesses, unions, mayors and training providers to find and fill skills gaps across our country.”

SEND: ‘Whole-system reform needed’, says NAO

The new government should “explicitly” consider “whole-system” SEND reforms, the spending watchdog has urged in a devastating report that reveals the full scale of impending financial meltdown.

The National Audit Office (NAO) has warned the special needs system is “financially unsustainable”, with two-fifths of councils at risk of declaring bankruptcy by March 2026 over spiralling costs on special needs education.

Government interventions to tackle financial pressures, such as the controversial “safety valve” bailout scheme, are not achieving savings quickly and won’t provide a sustainable system, the NAO said.

Urgent action required

Government predicts high needs budget pressures will rise by £3.9 billion in just a few years, while councils’ deficits could hit nearly £5 billion. Meanwhile, outcomes for young people are not improving.

Only 69 per cent of young people with SEND needs progress to further education, employment or apprenticeship after leaving 16-18 study, compared to 85 per cent of those without.

The NAO points out that disparity in destinations has not changed since 2018/19.

However, 43 per cent of young people with SEND achieved English and maths GCSEs by age 19 in 2022/23, up from 34 per cent in 2018/19.

Yet, despite spending years formulating the SEND improvement plan, the watchdog found the Conservative government did not have a “fully developed implementation plan”.

Gareth Davies, head of the NAO, said: “Given that the current system costs over £10 billion a year, and that demand for SEN provision is forecast to increase further, government needs to think urgently about how its current investment can be better spent, including through more inclusive education, and developing a cohesive whole system approach.”

The NAO made nine recommendations. They include whole-system reform to improve outcomes and put the system “on a financially sustainable footing” and work with Treasury to come up with a plan for councils when the accounting immunity – which keeps deficits off the books – runs out in 2026.

It also wants government to work to “understand the root causes behind increases” in SEND and EHCP numbers, and develop a “vision and long-term plan for inclusivity across mainstream education”.

DfE should make better use of its data, which is weak for 16-25 learners, to understand demand for spaces across different settings in local areas and the knock-on requirements for other services, such as home-to-college transport.

16+ spending

Bridget Phillipson, education secretary, said the report “exposes a system that has been neglected to the point of crisis” with children and families “simply being failed on every measure”.

She vowed there will be no more “sticking plaster politics and short-termism”, but warned reform “will take time”.

Clare Howard, chief executive of Natspec, the representative body for specialist colleges, welcomed the NAO’s call for reform but said their analysis failed to address “disproportionately low levels of spending in further education.”

“There is an urgent need to address the issues faced by colleges which are being asked to work with increasing numbers of students with complex needs, at a lower rate per student.

“The report references a 35 per cent real-terms drop in funding per EHCP, and its analysis of local authority spending shows that those aged 16+ who are not in school sixth forms are allocated only 13 per cent of the mainstream budget and less than 10 per cent of the high needs budget.”

Incentives and accountabilities

Next to funding, “misaligned incentives, accountabilities and priorities across the system” are preventing young people with SEND from accessing the right support at the right time, which is driving up costs.

Local authorities told the NAO that some young people with severe needs are being kept in education to age 25 because adult social care services were not available.

Shortages in local health provision had “led to responsibilities and costs for healthcare being shifted onto schools, colleges and local authorities,” the NAO said.

Progress towards DfE’s own 136 “aspirations and actions” for the SEND system was not being consistently monitored, the NAO found. “As such, DfE cannot say how much progress it has made in implementing specific published commitments,” it said.

For example, as at May 2024, the NAO found 15 of the 32 local authorities developing local inclusion plans had drafted them and local and national data dashboards have not yet been published.

David Holloway, senior policy manager for SEND at the Association of Colleges, said the government should be across “better transitions to adult social care” and “a clearer status for specialist colleges” as part of its longer term reforms.

He added: “In the short term, the government must also reform disadvantage funding to support long term capacity and growth, including a specific block for students who have SEND but do not have high needs.

“In the medium term, the government should introduce accountabilities to improve local authority place commissioning for students with EHCPs, ensuring timely and informed decisions leading to better transitions.”

Education at ‘neglected’ prison fails to improve

Ofsted has found ‘insufficient progress’ in education at a “neglected” prison which it graded as ‘inadequate’ in four out of five areas last year.

HMP Bedford was subject to an ‘urgent notification’ last year when HM Inspectorate of Prisons (HMIP) chief inspector Charlie Taylor found low training and education attendance, high violence and some of the “worst” cells he had ever seen.

In a review of the prison’s progress in September, the chief inspector found that new governor Sarah Bott has made “fragile” progress after taking over seven months ago.

Ofsted said the prison has made ‘insufficient progress’ in improving its attendance rates, offering a curriculum that adequately prepares prisoners for release, or providing effective careers education and advice.

However, it had made ‘reasonable progress’ in improving its English and maths offer after doubling the number of places available and increasing achievements.

HMP Bedford’s progress review report is the latest in a bleak series of findings on education in custody with all five full inspections published last month rating prisons ‘inadequate’.

On October 9, Taylor issued an ‘urgent notification’ about HMP Manchester, a training prison that offers “very poor” education, training and work.

‘Unenthusiastic and uninterested‘

Last year, inspectors found that spaces in education were not maximised, with vacancies in classes left unfilled.

Vocational learning was a “set of short courses in rotation”, such as barbering, roofing and warehousing, that failed to provide prisoners with substantial knowledge or skills.

There was no opportunity to gain qualifications in those areas, or to higher level courses, or other courses that supported prisoners’ career choices.

Prisoners were “unenthusiastic and uninterested” in a recently introduced vocational warehousing programme.

Although pay rates for education were higher than all other prison activities, only half of prisoners turned up at sessions and leaders cancelled classes – although attendance was better at work and industries training.

Those working at the prison such as wing cleaners did not have access to machinery that would help them gain “high-level industry skills” – resulting in poor standards and “compromised hygiene”.

Curriculum reviewed

In the review, inspectors said more than half of the ‘purposeful activity’ spaces available to prisoners were still not a “suitable curriculum” as they were wing jobs rather than education or training.

However, the skills curriculum had been reviewed to match prisoners’ interests and local skills needs, including new courses in basic construction, warehousing and manufacturing.

Attendance rates were also “still not high enough”, with over a fifth of prisoners enrolled on education failing to attend regularly.

‘Better citizens – not better criminals‘

PeoplePlus Group, which provides Bedford Prison’s education services, did not respond to requests for comment.

A spokesperson for the Prison Service, an agency of the Ministry of Justice, said: “The report rightly notes improvements at Bedford, including a reduction in levels of self-harm and the renovation of accommodation.

“The high rate of violence and poor living conditions is why this government took immediate action to end the overcrowding crisis engulfing our jails – to ensure prisons create better citizens and not better criminals.”

HMIP’s chief inspector Charlie Taylor said: “It was clear that the new governor and deputy governor were taking the concerns raised at the last inspection seriously, but they acknowledged there was still much to do.

“Progress was fragile and they will require extensive ongoing support from HMPPS to make the sustainable improvements the prison needs.”

‘Little to occupy’

Lack of purposeful activity is a widespread issue in prisons, with more than two-thirds spending most of their days in cells with “little to occupy them”, according to HMI Prisons.

A survey of 5,000 prisoners between 2023 and 2024 reported that a quarter had less than two hours outside their cell on a typical weekday and 44 per cent had less than six hours unlocked, leaving limited time for education and training.

This appears to be due to overcrowding, staff shortages and underfunded education services.

Planned ‘elite’ sixth forms in doubt as review launched

Proposals for “elite” 16-19 free schools run by Eton College and Star Academies could be stopped in their tracks amid a “value for money” review announced today by the education secretary.

Department for Education officials have been asked to look at 44 centrally delivered mainstream free schools in the pipeline.

This will only cover free school projects approved by central government, not those delivered through competitions run by councils – which are usually determined by local needs.

Officials will speak to trusts and councils about whether the new schools should now open, with assessments based on whether they meet a need for places in the local area.

They will also look at whether the schools would provide a “distinctive curriculum” and if they will have “any impact on existing local providers”.

However, the government would not immediately provide a list of affected projects.

Eton College free school plans likely under review

The list could include some high-profile projects.

Three “elite” sixth forms in Dudley, Teesside and Oldham, proposed by Eton College and Star Academies, were given the green light under the previous government.

College leaders questioned the value for money of the proposals at the time, saying there were already high-quality options available to young people locally.

However, Eton College was planning to pump £1 million per year into each of its new sixth forms, equivalent to a roughly £2,000 per-student top-up.

Meanwhile, a northern version of the Brit School, which has nurtured performers such as Adele and Amy Winehouse, was also given permission to open in Bradford.

The new Brit School proposal was among several challenged last year by the West Yorkshire Consortium of Colleges, claiming they would “destabilise” 16-19 provision in the area and create unnecessary funding and staffing challenges locally.

College leaders to fight ‘destabilising’ free school bids

‘Poor value for money’

Free schools under threat will be written to. Bridget Phillipson, the education secretary, said “more detail on schools in scope of the review will be provided in due course.”

Phillipson said: “Under the last administration, substantial funds were allocated to the free schools programme, often resulting in surpluses in school capacity.”

“Not only is this poor value for money, the oversupply of places can be detrimental to the other, more established schools in that area – who might lose pupils, as well as teachers, to their new competitor.”

Phillipson added: “Meanwhile, in the fourteen years since the cancellation of the Building Schools for the Future programme, some of this funding could have been put to better use improving the deteriorating condition of our existing schools and colleges.

“We do not underestimate the scale of the challenge that we have inherited and this will not be a quick fix.”

Signalling the end of the original free school programme set up by the Conservatives – based on delivering innovative schools, as opposed to just meeting demand for places – Phillipson said her government will “continue to open new schools where they are needed”.

This comes amid reported shortages in some areas of lower-level course places for school leavers and rising numbers of 16 to 18 year olds not in employment, education or training.

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “As demographics change, it does seem sensible to keep major projects such as the building of new schools under review.

“The current system of opening a new school is complicated and draws a lot of resources from both local authorities and academy trusts. It would be beneficial to develop a new system that is less complicated and focused on the areas where new schools are most needed.”

SEG chief Eeles suspended pending investigation

An awarding organisation has suspended its chief executive pending an external investigation.

Paul Eeles suddenly resigned as chief executive of Skills and Education Group (SEG) earlier this month, saying “the time is right” for someone new to lead the organisation.

However, Eeles has now been suspended from his post following “new information” that has emerged since his resignation, SEG said.

Eeles is seeing out his notice period on gardening leave.

A SEG spokesperson confirmed Eeles has been suspended “pending an independent investigation”.

SEG would not provide details on what triggered the commissioning of the independent investigation, but FE Week understands it will be led by law firm Eversheds Sutherland.

A spokesperson said: “Skills and Education Group can confirm that, following the resignation of its chief executive, Paul Eeles, a decision has been made to suspend him during his notice period pending an independent investigation.

“This decision is in response to new information that has emerged since his resignation.

“Skills and Education Group will not be making any further comment at this time.”

Eeles was approached for comment.

The Federation of Awarding Bodies (FAB), where Eeles served as a board member and later chair between 2013 and 2020, said it would cooperate fully with any investigation into “a person of significance” to the organisation.

Eeles was at the helm of Skills and Education Group for nearly fourteen years until his unexpected resignation on October 8. Between 2005 and 2010 he was a senior director at the Association of Employment and Learning Providers.

Trailblazing apprentice and ESOL innovator make London awards shortlist

A woman gas engineering apprentice and an ESOL innovator are among the capital’s shortlisted nominees for this year’s coveted Mayor of London adult learning awards.

A record 329 nominations were submitted across 10 categories in search of London’s most inspiring and impactful adult learners, tutors, learning organisations and employers.

Mayor of London Sadiq Khan launched the awards, sponsored by Ascentis and FE Week, in 2022 to showcase London’s life-changing adult education opportunities provided by employers and providers.

Among this year’s finalists is Barnet and Southgate College gas engineering apprentice Brooke Thomas, who is up for the learning for good work award.

Thomas not only broke new ground as the college’s first woman to complete the gas engineering apprenticeship but is also building a pipeline for more women to get ahead in the construction industry.

The former Barnet Homes apprentice, now a qualified gas engineer, spoke highly of her employer and college, saying: “Learning has not been easy with dyslexia and ADHD, and I’ve worked hard and developed mechanisms to remember everything.

“Barnet Homes and the college really supported me to do extra sessions and I’m really proud to be the college’s first female gas engineer.”

Now in its third year, the awards’ 329 nominations have been whittled down to a shortlist of 21 finalists by officials at the Greater London Authority and then a panel of expert judges from the adult learning sector.

WM College advanced English for Speakers of Other Languages practitioner Sam Pepper is one of the finalists 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.

“His enthusiasm for his work is built on a considered, educated but practical approach to achieving social justice,” Pepper’s nominator wrote.

“Digital inclusion, education for sustainable development, the book club and language exchange he organises all help learners become more integrated and included individuals in our community.”

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.”

Initiatives supporting London’s diverse population and economy have made their way to the shortlist too.

Jane Knight is up for the inspirational professional in adult education award for supporting over 10,000 women to re-enter the workplace after becoming parents over the last decade.

Knight’s Successful Mums Careers Academy’s employability and digital skills programmes have surpassed expectations with a network of over 500 employers and their ability to match the right support to the needs of women returners.

Their supporting nomination said: “This journey is about more than changing lives; it’s about creating social value and inspiring the next generation. After all, becoming a mum should enhance, not hinder, your career aspirations.”

Award winners and highly commended runners-up will be announced at a live-streamed ceremony at City Hall on November 6.

The award categories are:

Mayor of London Learning for Good Work Award
Mayor of London Learning for Personal Progression Award
Mayor of London Inspirational Adult Learner of the Year Award
Mayor of London Apprenticeship Employer of the Year Award
Mayor of London Learning for Good Work Employer of the Year Award
Mayor of London Inspirational Tutor in Adult Education Award
Mayor of London Inspirational Professional in Adult Education Award
Mayor of London Outreach and Engagement of Adults into Learning Award
Mayor of London Distinguished Provider of Adult Education Award
Mayor of London Inclusive Provider of Adult Education Award