To rebuild lives prison teaching can’t be just English and maths

This October, the Ministry of Justice launched the new Prison Education Service (PES) contracts. On paper it’s a fresh start, promising consistency across regions. But in a number of prisons the curriculum has shrunk back to core subjects – English, maths and a few vocational options.

Across the North West where I primarily work, education staff numbers are down by around 15-20 per cent. The official line is that funding is unchanged. But the reality is there’s fewer opportunities and less time out of the cells for purposeful learning.

Enterprise learning changes lives

When people hear the words “enterprise education”, they often think of start-ups and business plans. But in prisons it’s much broader.

Our social enterprise works with prisons, probation and FE partners to help people with convictions build skills, confidence and enterprise for life after custody.

We find that enterprise learning teaches people to solve problems, take initiative and work well with others – the same qualities that employers look for and that help people rebuild their lives.

I’ve seen learners who, after planning a small project and managing setbacks, gain real confidence. They communicate better, take pride in their work and start thinking about building a future for themselves and their families.

Education already reduces re-offending; enterprise education goes further by helping people see their own value and potential. Research in 2018 conducted for the Ministry of Justice found that people who participated in education whilst in prison were less likely to re-offend within 12 months of release than those who had not.

Digital helps, but people matter

There’s growing interest in digital and in-cell learning. Used well, it allows flexible study and keeps learning going during lockdowns or staff shortages.

But it can’t replace human contact. Behind a cell door, learning becomes lonely and abstract. What truly changes people is the interaction, encouragement from tutors, feedback from peers and the example of mentors who’ve been there themselves.

Why VCSE partners are vital

This is where voluntary, community and social enterprise (VCSE) organisations can make a real difference.

We’re small, flexible and close to the people we support. We bring lived experience, credibility and local links that complement what FE providers deliver. Colleges have structure and accreditation; VCSE partners add innovation and continuity after release.

At Entrepreneurs Unlocked, we work with education providers, probation and employers to deliver enterprise and employability programmes that build resilience, problem-solving skills and confidence. Learners finish with practical plans for work or self-employment, and a belief that they can succeed.

John’s story

Enterprise training in prison helped John to complete qualifications provided by SFEDI (the awarding organising for entrepreneurial qualifications). He accessed our support whilst in custody and post release to help him launch a social enterprise, Elite Tennis and Sports Programme CIC. This gave him the skills and knowledge to match his entrepreneurial talent to launch with confidence.

Peer role-models inspire

One of our most successful initiatives is the Ambassador Programme, which trains former prisoners to mentor new enterprise participants. Ambassadors share their own journeys, helping others to stay engaged and hopeful. In the last year they have inspired over 300 people with their stories.

The results are powerful. Learners see proof that change is possible, and ambassadors develop leadership and communication skills of their own. It’s low-cost, scalable and the kind of innovation the new PES should be encouraging.

Enterprise doesn’t need to sit apart from vocational training; it should run through it. If someone’s learning bricklaying, we can also teach how to quote for jobs, manage costs and deal with customers. These lessons turn a trade into a livelihood.

The new education contracts could be an opportunity to rethink what learning in custody achieves. It shouldn’t just be about certificates but unlocking potential.

If we want rehabilitation to mean something, we need to prepare people not only to find work, but to create it. In 2022, an education select committee report found that “simply offering courses isn’t enough: what matters is relevance of the education [to employment/self-employment], continuity after release, support structures, and linking to opportunities”.

Enterprise education does exactly that and deserves to be at the heart of prison learning.

Training across borders works but we risk missing the boat

Transnational education (TNE), traditionally described as education delivered by an institution in one country to learners based in another, has emerged as a powerful model to support internationalisation, access and quality in education. And significant progress has been made in applying TNE in higher education.

But its role and potential in technical and vocational education and training (TVET) remains underexplored.

This is a missed opportunity; TVET has long been central to preparing people for work, entrepreneurship, and lifelong learning.

Across the world, effective skills systems underpin inclusive growth and resilience, especially as societies face rapid technological, environmental and demographic transitions.

Recognising this gap, the British Council commissioned the Edge Foundation, in partnership with the Association of Colleges, to conduct new research Global Skills Partnerships: Exploring Transnational Education in TVET to explore the relevance, impact and models of TNE in TVET, and its potential to contribute to national development and global skills agendas.

Why TNE in TVET matters

The report highlights that TNE in TVET can deliver transformative benefits at multiple levels.

For learners, it expands access to internationally recognised, high-quality training opportunities without the financial burden of studying overseas.

For host countries, it supports improvement of TVET systems, enhances institutional capacity, modernises pedagogy and aligns training provision with national priorities.

For UK providers, it creates opportunities for collaboration, diversification of income and strengthened global engagement, extending the reach and influence of the UK’s technical education expertise.

The research shows that TNE in TVET is delivered through a variety of adaptable models, which often differ from conventional approaches.

Examples include franchise partnerships in hospitality and engineering, as well as co-developed programmes responding to emerging skills needs in renewable energy, health, and social care.

The UK’s FE providers have built strong partnerships with countries across the world, from China and Saudi Arabia to Morocco.

Innovative delivery models, such as blended learning, “flying faculty” arrangements and train-the-trainer approaches, reflect the flexibility and creativity of UK FE and skills providers in adapting to different contexts and markets.

However, the research also acknowledges key challenges. Funding constraints, complex regulatory frameworks and staffing shortages can limit the scalability of TNE in TVET. Sustainable partnerships depend on shared understanding, context-sensitive design, and mutual benefit between home and host institutions.

A moment of opportunity

The demand for TVET has never been stronger. Employers worldwide face acute skills shortages, while young people seek practical, employment-focused education.

Advances in digital technology are making new models of international delivery possible, from micro-credentials to immersive online training.

Although the UK is widely recognised for its expertise in technical and vocational education, only a small number of colleges deliver transnational education.

The report highlights some excellent case studies from colleges across the four nations of the UK that are ahead of the curve in terms of TNE provision, including Cardiff and Vale College, City of Glasgow College and Lincoln College Group.

With the right policy support, the TVET sector could expand its TNE offerings, creating greater opportunities and benefits for learners both in the UK and internationally. By increasing international engagement, UK institutions could play a more active role in shaping global skills ecosystems while strengthening their own practice through cross-border collaboration and knowledge exchange.

The British Council’s role

The British Council, as the UK’s international organisation for cultural relations and educational opportunities, provides research, insights and platforms that can inform discussions around TNE in TVET.

Through initiatives such as Going Global Partnerships, it facilitates evidence gathering and dialogue that may help institutions and policymakers explore international collaboration and innovation in TVET.

The opportunity presented by TNE in TVET is significant and this research is just the opening chapter.

It calls on policymakers, institutions and partners to engage in a collective effort to build frameworks that enable sustainable TNE in TVET, to invest in international capacity-building, and to champion the role of vocational education in tackling shared global challenges.

White paper’s details pose a devilish problem for FE admin

In HG Wells’ War of the Worlds, the intellectually and technologically superior aliens did not achieve their strategic ambitions, because they forgot the small matter of their vaccinations for travel to Earth.  Good or bad, intentions are quite often scuppered by a failure to think through the details.  If the ambitions in the post-16 white paper are to be realised we must not overlook those small things that could trip up implementation.

Any white paper denotes implicit criticism of what has gone before.  The success measures in the paper make it clear that a quality model based on Ofsted grades and student achievement rates (two areas where colleges have performed strongly) has not been fit for purpose.  This is because it omitted a key focus on student volumes.  The sector has not enrolled enough of those not in education, employment or training (NEETs), enough learners at Levels 4 and 5, and enough learners in key occupational areas.

As a result, the white paper proposes some revolutionary ideas to address these failures such as auto-enrolment of 16-year-old NEETs and a complete overhaul of the vocational curriculum, including new V Levels.

The success of these proposals will be determined by how well we address their very considerable resource implications for college student data, exams and timetabling teams.

Colleges process millions of enrolments annually, and every extra field or keystroke added to the enrolment process therefore has a real and significant cost.

Enrolling all 16-year-old NEETs at a default college might mean entering data for 300-plus people who have not shown the slightest interest in that institution, let alone express a view on a preferred qualification.  Getting them on the system, only to then remove or amend those records is a real extra burden.  Funding follows the learner, so there is no compensation for that work.

Similarly, the overhaul of the curriculum means an entire re-coding exercise.  If Pearson’s dominance at Level 3 is replaced by a more diverse range of awarding bodies, then exams staff will need retraining to understand the systems and processes of the new bodies.  The scale of the changes also increases the risk of coding errors.

V Levels are much smaller than BTECs.  A programme of study made up of three V Levels means more choices, more combinations, more invigilation and more (probably smaller) classes too.  Some V Level combinations may stray across existing college department boundaries, which could have serious implications for timetabling. Three V Levels also requires three times the volume of curriculum coding input compared to a single BTEC.

Colleges are much bigger than schools and have a much greater variety of educational activities.  Timetabling is very different as a result.  Colleges do not generally want all students to have the same breaks because it places an impossible burden on canteens, toilets and social spaces. Changes to the maths and English curriculum also mean a cohort studying the same main qualification will need breaking into smaller cohorts for those taking different maths and English qualifications, adding to the complexity.  Resolving these difficulties will be critical to successful change.  It is unlikely that the extra workload can simply be absorbed.

You may remember in 2013 the elegant new London skyscraper known as the Walkie Talkie building was found to have a design fault, with its concave glass acting as a mirror directing a beam of light so hot that it melted the cars below. It was a detail that no-one had considered before.  If we want the white paper proposals to help students reach for the skies, let’s attend to the detail and make sure we properly resource our data and exams teams, so they avoid a very different sort of burnout.

Confidence, curiosity, and connection: How colleges are building learners for life

The tools to succeed

Data from Perspectives, Pearson’s first-ever college report, shows that two-thirds of students in England (65%) feel they will be ready to move on to their next steps by the end of their course, while more than half of tutors (54%) say their students are genuinely engaged in learning. The report also found a widely shared appetite for education that balances wellbeing and ambition, giving students the tools to succeed in work and life. However, just 29% of students told us they enjoy applying what they learn, while a third (33%) enjoy discovering new things.

For tutors, the priority is clear: help students develop problem-solving skills, communication, collaboration, self-confidence and a growth mindset that reframes ‘failure’ as valuable – all qualities Perspectives identified as most important for 16- to 18-year-olds.

The Newcastle and Stafford Colleges Group (NSCG) exemplify the report’s findings in action. “We’ve got a number of initiatives to help students develop confidence and life skills,” says Gavin Barker, assistant principal for Teaching, Learning and Quality, “but honestly, a lot of it happens every day through skilful teaching, learning and assessment.

“We’re lucky to have a really skilled team of teachers and a pastoral tutor system that’s a bit different from other colleges,” he adds. “Our personal tutors only tutor. Their role is to support students’ development and act as a key point of contact. Because of this, they’re very well equipped to spot if a student is struggling with their wellbeing.”

Connecting learning to the real world

In Perspectives, students’ answers put “developing skills [to] use in everyday life” at the top of the most important reasons for learning, yet only 21% feel what they learn is relevant to their everyday experiences.  With life after the classroom understandably a major preoccupation for college students (almost four in 10 are worried about getting a job or progressing in their role), the findings suggest that grounding more subjects in wider world contexts could be the solution.

“Work experience and industry placements are a huge part of what we do,” Gavin from NSCG tells us, and are key to helping students see the everyday relevance of their learning. Every student, regardless of level or course, completes at least 24 hours of work experience. Ideally, it’s in the field they want to progress into, but sometimes it’s more about developing wider skills – for example, working in a charity shop to build confidence and customer service.”

Placements like this, as well as other initiatives like guest speakers, help students connect the classroom to life beyond it, reinforcing Perspectives’ finding that practical relevance is a powerful driver of engagement.

A drive towards digital skills

The report also looked at the transformational impact of technology, seeing responses that underscore both the importance of preparing students for rapidly changing careers and the recognition of digital literacy as a core life skill.

Through Perspectives, as many as 6 in 10 tutors are calling for curriculum reform to embed digital and AI skills, with 58% believing AI will have a positive impact on vocational job prospects in the future.

“One of the biggest misconceptions is that all young people are digitally skilled,” says Gavin Barker. “They’re confident on phones, but many struggle with Excel, PowerPoint or Word. Part of our job is ensuring they leave with those essential digital skills for higher education or employment.”

Yet there are clear gaps to be addressed among those teaching: while 6 in 10 (61%) feel confident in their own ability to help students develop digital skills for the workplace, many tutors feel they need additional support to confidently embed AI and technology into lessons.

At NSCG, leadership is tackling this issue by appointing a digital technologist across its colleges. Their role? “[To] help staff and students build digital confidence, with AI being a key focus.” Gavin adds: “It’s about helping students understand how to use AI ethically and effectively, and supporting staff to use it to enhance teaching, learning, and assessment.”

Life skills for lifelong success

Transferable skills – including creativity, critical thinking, teamwork and resilience – are seen as critical qualities too, Perspectives responses showed. A number of colleges have found proactive ways to teach them. NSCG’s Skill Up, Stand Out initiative is just one example.

“Three times a year, students assess themselves against ten key skills we’ve identified using local and national intelligence about what employers need,” says Gavin. “These include communication, confidence, critical thinking, digital skills, literacy, numeracy, resilience, technical skills, time management and teamwork. Tutors then use this information to adapt teaching – so if a group is struggling with teamwork, for instance, we’ll embed more group activities. It’s a way to make those transferable skills visible and intentional.”

By combining structured skills tracking with everyday learning, colleges can offer students vital tools to navigate interactions and experiences. Doing so aligns directly with one of  Perspectives’ key conclusions: that life skills and wellbeing are key to preparing students not only for their next academic steps or first job, but for lifelong success.

Preparing students for tomorrow

The discoveries of the report make it clear that colleges do so much more than meet basic course and qualification requirements. The value they place on life skills, digital literacy and opportunities for real-world connections shows tutors’ deep care for fostering confident, curious, capable learners.

What can this look like in practice? Colleges like NSGC are giving us their version of what’s possible. Alongside them, Pearson is here to translate research and insights into tangible change and experiences, helping prepare every student for a future of opportunities.

Explore the report

Let’s stop treating school apprenticeships as second-class training routes

As an academy trust with 19 schools across East Sussex and South London, we’re creating a workforce united by a mission to improve the life chances of all children.

Apprenticeships as a route into working for STEP Academy Trust have proved popular, with a growing number of apprentices across ICT, business administration, sports and premises, and now teaching via our new teaching degree apprenticeships.

Throughout this expansion we have learned lessons, including the importance of working with providers whose values align with ours.

However, apprenticeships in schools remain under-discussed within the wider skills landscape. And this is surprising given the number of support staff and teachers who enter the sector this way.

The best structure for apprenticeships continues to evolve, with the recent creation of Skills England, the introduction of the growth and skills levy and the importance of what prime minister Sir Keir Starmer describes as “gold-standard apprenticeships”.

Alternative training route

STEP introduced apprenticeships because we understood that everyone learns differently, and there are plenty of talented, passionate people who need a different environment to thrive.

We are proud that some of our senior leaders came through the apprenticeship route, so our values have been instilled from the outset.

We have also been well placed to learn from other qualification models, taking what’s working well from traditional routes into teaching, namely SCITT (School-Centred Initial Teacher Training) and ITT (Initial Teacher Training), and embedding them into our apprenticeships.

This is part of our commitment to ensuring our apprentices receive the same level of high-quality teaching, support and career development as those on traditional routes.

This inspired the creation of the STEP Apprenticeship Network and Mentorship Programme, designed to address some of the key barriers young people and career-changers face when beginning an apprenticeship. The network offers reflection and collaboration by connecting apprentices across departments, providing a platform to share learning and mutual support.

To deepen organisational understanding, senior leaders are invited to showcase career pathways, and each session concludes with hands-on activities that challenge participants and strengthen teamwork.

In addition, our mentorship model mirrors the PGCE. Each apprentice is paired with one of our eight mentors, who work within a different service and school. This broadens our apprentices’ exposure to various operational contexts, facilitates knowledge sharing and builds their confidence through guidance, feedback and peer learning.

The appetite for this support is shown by the near-100 per cent attendance at all of our apprenticeship network events. Apprentices report that they feel more confident and have clarity about their career progression.

In total, 90 per cent of those who have completed an apprenticeship with us went on to join us in a full-time position.

Possibility of progression

The success of this approach is also evidenced by the progression of our staff. For example, one of our cleaners embarked on the facilities apprenticeship. Not only has she qualified, but she has been promoted to assistant site manager and is now a mentor for other apprentices.

Ultimately, the programme is supporting our apprentices to reach their potential by facilitating opportunities to learn from their peers and maximising engagement by having consistent expert support around them.

This is accelerating professional growth by creating clear, supported pathways from entry-level roles to long-term careers in education. As a result, apprentices feel fully embedded and part of our mission.

While apprenticeships are a big part of our ethos at STEP, no pathway should function in isolation. There is much to gain from sharing insights from other career entry routes, which helps us to build a more inclusive, flexible and future-ready workforce.

New Ofsted inspection process is FE sector’s ‘chance to shine’, says Oliver

Ofsted’s refreshed approach to inspection and new focus on inclusion represents a “chance to shine” for the FE sector, chief inspector Sir Martyn Oliver has told college leaders.

New inspections under the reformed report cards system began last week.

Overall headline grades have been removed and the watchdog will now grade colleges in up to 16 individual areas – including inclusion for the first time – on a five-point scale from ‘exceptional’, ‘strong standard’ and ‘expected standard’ to ‘needs attention’ and ‘urgent improvement’.

Speaking to the Association of Colleges conference today, Oliver praised colleges as “among the most inclusive institutions in our entire education system”, highlighting their work with young carers, adults returning after long breaks from education, and learners with specialist needs.

Despite “no set definition of disadvantage at post-16”, he said, colleges “find ways to make education work for everyone who comes through your doors”.

“This, alongside recognising inclusion in our refreshed approach to inspection, is a chance for your sector to shine,” Oliver said. “It’s an opportunity to have your excellent work – work that’s been happening for some time, often without due recognition – properly acknowledged and celebrated.”

He added: “We want to support you to continue to be inclusive while driving achievement. These refreshed inspections should feel like recognition.”

From ‘best fit’ to ‘secure fit’

Oliver said the new inspection methodology responds directly to college sector feedback, particularly criticisms of inconsistent judgments under the previous “best fit” approach.

He acknowledged that “the definition of ‘best fit’ was creating confusion and, frankly, frustration” and that colleges felt “different inspectors were interpreting the framework differently”. 

“‘Secure fit’ brings a more robust, consistent approach to making judgments,” he said. “It means clearer criteria that everyone can understand and work towards. It’s more rigorous – and I make no apologies for that. But, crucially, it’s also clearer, fairer and more human.”

‘No read across’ from old grading system

Oliver also addressed misunderstandings about Ofsted’s new grades, stressing that the system is not comparable to the old one.

“There is no read across from the old judgments to the new grades. We are starting over,” he said. 

He described the new “expected standard” as “a high bar”, reflecting expectations set by government, and insisted that achieving it represents “a job well done”.

Ofsted is working to communicate the new grades to parents and learners, including green colour coding to indicate that “hitting ‘expected standard’ means you are good to go”.

Oliver said if providers achieve above expected standard, then “you really are flying”.

“Strong standard marks out excellent practice. Anything graded ‘exceptional’ is exactly that – truly among the very best nationally.”

He insisted the ‘needs attention’ is not the same as ‘requires improvement’ under the old system: “It is not a fail – that’s important – but it is an indication that there is work to be done.”

“This grade is about catching things before they become bigger problems,” he added, describing it as an “opportunity” and “a catalyst for improvement”. Oliver stressed that colleges should not be surprised by such findings: “We shouldn’t be shining a light on anything you haven’t already identified.”

Revised monitoring will allow quicker re-grading, he added: “If you address the areas that need attention, we can recognise that improvement promptly – and turn the amber to green.”

First report cards batch published

At an AoC breakout session this afternoon, Denise Olander, Ofsted’s acting deputy director of post-16 education and training, said the first report card reports will be published after Christmas and released in batches.

“We started inspections last week, and they went really well. We were pleased with them. But we will not be sharing our report cards until after Christmas,” Olander said.

“We will batch publish so those that go first don’t feel exposed. There’ll be a huge amount of reports that will be published from January onwards. So you won’t see anything in the public domain until then.”

Finalists revealed for 2025 Good for Me Good for FE awards

Staff and student volunteers, fundraisers and social action campaigners have been shortlisted for this year’s Good for Me Good for FE awards.

The finalists were unveiled on the main stage at the Association of Colleges annual conference in Birmingham this morning by Good for Me Good for FE co-founder and CEO Elevare Civic Education Group Sam Parrett and AoC chief executive David Hughes.

Now in their third year, the awards – sponsored by NCFE, The Skills Network and FE Associates – recognise colleges’ social impact and the millions of pounds of social value generated through community action. 

The 24 finalists announced today will be invited to a special House of Lords reception hosted by Baroness Nicky Morgan, taking place on December 5, where the winners will be announced. 

Parrett said: “The independent judging panel noted that the standard of entries was extremely high, reflecting the inspirational social action that is taking place at colleges across the country. 

“These amazing individuals and teams not only give their time to help others, they represent everything that the FE sector stands for: deeply embedded in their communities, with colleges acting as true anchor institutions.”

Good for Me Good for FE awards 2025 finalists:

  • Individual fundraiser of the year:
    James Shields (Loughborough College Group); Robert Smith (Dudley College of Technology); Loui Frost (Cheshire College South and West)
  • Team/college fundraiser of the year:
    Waltham Forest College; City College Plymouth; Queen Mary’s College
  • Student volunteer of the year:
    Autumn Barker (North Hertfordshire College); Olivia Cook (Lincoln College); Sultan Arel (East Coast College)
  • Staff volunteer of the year:
    Emma Shipstone (Nottingham College); Lewis O’Callaghan (MidKent College); Lisa Whait (Loughborough College Group)
  • Volunteering project of the year:
    Clair Firth (Leeds City College); Rebecca Myrie (Milton Keynes College); Autonomy Project (Sunderland College); Early Years Department (Blackburn College)
  • Volunteering accreditation excellence:
    Nottingham College; USP College; MidKent College
  • Inspirational role model of the year:
    Emma Shipstone (Nottingham College); Kerry Amos (USP College); Danny Lee (Loughborough College Group)
  • Outstanding long service award for volunteering:
    Frances Fahy (SGS College); Lisa Humphries (Chichester College); Ric Holmes (East Coast College)

UCU ballot results: 32 colleges vote to strike over pay and workload

Teachers at 32 further education colleges have voted to strike following the University and College Union (UCU)’s England-wide ballot over pay and workloads.

UCU members in 32 of the 68 colleges passed the required 50 per cent turnout threshold and backed strike action. The union’s further education committee will meet on Friday to sign off on next steps. 

A further 17 colleges avoided strike action during the ballot window after agreeing new pay deals worth up to 8.7 per cent. 

UCU said 90 per cent of their voting members supported strike action.

The ballot followed the “disappointing” 4 per cent pay rise recommendation from the Association of Colleges earlier this year. 

Jo Grady, UCU general secretary said: “College staff have turned out in huge numbers to show they are willing to down tools in the fight for decent pay and decent working conditions. 

“Thanks to the pressure of our strike ballots, we have also won pay deals at a further 17 colleges. Other college bosses now need to look at those institutions, make staff fair offers that help close the pay gap between school and college teachers, and avoid the disruption of strike action.”

The union’s ‘new deal for FE’ campaign includes pay parity with school teachers, a national workload agreement and binding national bargaining.

College teachers earn, on average, £9,000 less than their counterparts in schools, according to UCU. 

David Hughes, chief executive of the Association of Colleges, said: “I am disappointed to see college staff voting for strike action, and I hope it doesn’t come to fruition as it’s the students who will suffer.

“AoC and college leaders have shown over many years now how committed they are to improving pay and conditions, as far as their funding will allow. We know, as do the unions, that any campaigning and action really needs to be directed nationally to secure commitments and investment from government to address the pay gap with schools and industry.

“That’s why we today launched our adult learning pays campaign. A campaign we hope the unions can get behind, because we need to put right the decimation of college funding we saw in the 2010s.”

Colleges where UCU members voted for strike action:

1. Abingdon & Witney College

2. Barnet & Southgate College

3. Bournemouth and Poole College of FE

4. Bradford College

5. Brockenhurst College

6. Capital City College

7. Chesterfield College

8. City College Norwich

9. City of Bristol College

10. City of Liverpool College

11. City of Portsmouth College

12. City of Wolverhampton College

13. East Sussex College Group

14. Hugh Baird College

15. Isle of Wight College

16. Kirklees College

17. Lakes College West Cumbria

18. Lancaster and Morecambe College

19. Loughborough College Group

20. Morley College

21. New College Swindon

22. Runshaw College

23. SK College Group

24. South & City College

25. South Bank Colleges

26. Stanmore College

27. The Sheffield College

28. Truro & Penwith College

29. Windsor Forest Colleges Group

30. Wirral Met College

31. WM College

32. York College

Colleges securing pay deals during the ballot window:

1. Bath College

2. Bishop Auckland College

3. Bolton College

4. Bury College

5. Cambridge Regional College

6. Chichester College Group

7. Coastland College

8. Ealing, Hammersmith and West London College

9. East Lancashire Learning Group

10. Gateshead College

11. Hopwood Hall College

12. Milton Keynes College

13. Petroc

14. South Gloucestershire & Stroud College

15. Stoke on Trent College

16. UCS College Group

17. Vision West Nottinghamshire College

LSIPs 2.0: Colleges and universities told to pool intelligence

Further and higher education leaders will be expected to share employer intelligence, research on local skills needs and details about training provision with each other under new local skills improvement plan guidance published by Skills England today. 

In devolved areas, the guidance confirms that strategic authorities will be joint owners of the plans, alongside the designated employer representative bodies (ERBs).

£6.3 million has since been dished out so far to 39 employer bodies update local skills improvement plans (LSIPs) by next summer – around £160,000 each.

LSIPs were first pledged in the 2021 FE white paper and require local stakeholders such as employers, training providers and councils to collaboratively identify and resolve skills needs. The first wave of plans were published in 2023, with each area required to publish annual progress reports. 

Skills England’s new guidance sets out requirements for the second round of LSIPs. More devolution means there will be stronger roles for strategic authorities to agree to the plans, and there are more expectations on further and higher education providers to identify and help solve local skills shortages. 

Here are the main takeaways from today’s guidance for LSIPs 2.0.

Skills England involvement

Today’s guidance clarified that Skills England will have overall responsibility and oversight of the LSIP programme.

Officials will also be able to recommend actions to the Department for Education (DfE) and Department for Work and Pensions (DWP) that would remove any broader national issues that are “blocking progress”.

Though Skills England has overall oversight, the guidance added that its function will not “cut across” the LSIP governance role in overseeing delivery.

“Focus will be on assurance that all LSIPs are on track and have strong processes in place for monitoring progress and managing risks,” it said.

ERBs are also expected to report annual on their progress to “keep the LSIP under regular review”.

Skills England will have the power to decide on funding needed for ERBs who are making “insufficient progress” based on its ability to monitor or drive sustained action.

In extreme cases, Skills England officials can recommend the government removes an ERBs designation.

Officials will also share data insights on national and local skills needs via a “regular two-way flow” of information.

LSIPs need Skills England and minister approval

The guidance reinforced ERBs legal duty to submit the LSIPs to the secretary of state for approval, a draft of which should be filed “via Skills England” by March 31, 2026.

Skills England will then review and provide feedback “as appropriate”, and a final version should be submitted by May 2026.

Subject to minister approval, LSIPs are expected to be published in June.

The publication added that disagreements between the ERB and strategic authority should be referred back through the LSIP governance structure.

But if no resolutions are found, Skills England will attempt to mediate and if that doesn’t work, the secretary of state will use statutory powers to approve the plan, so long as the strategic authority’s priorities are included.

All together now

Last month’s post-16 education and skills white paper pledged “clearer expectations” on higher education providers engage in LSIPs, particularly around technical training at levels 4 to 8. 

Today’s guidance requires further and higher education providers to “develop a clear understanding of an area’s technical skill needs up to and including level 8, and the actions needed (at the collective and individual institution level) to address any gaps”.

They should share intelligence based on their own research and engagement with employers, as well as “information about their current skills provision”. 

New-style LSIPs should therefore create “a more coherent post-16 education system with better pathways and opportunities to progress from entry up to higher level skills”. 

Strategic authorities will be responsible for enforcing “coherent” collaboration between FE and HE organisations in their areas, and avoiding “fragmented provision”.

Measuring impact over three-year cycle

LSIPs should include outcomes they expect to achieve over the three-year cycle and details of how progress will be measured and the metrics that will be used.

“This will enable better measurement and reporting of progress locally, and across LSIPs nationally,” DfE said.

Outcomes should refer to reducing skills gaps, employer engagement, changes in skills provision compared with LSIP priorities, and changes in how funding supports skills priorities.

Regarding metrics, the guidance offered suggestions such measuring numbers of employers “meanfully” engaged, for example, involvement in co-designing provision, offering industry placements or taking up learning provision.

It also suggested measuring changes in the curriculum offer, or information on increased take up of priority provision.

“This information will help support Skills England’s role in monitoring and overseeing the LSIP programme including assessing how LSIPs collectively are contributing to national skills priorities and identifying any persistent gaps or areas of significant oversupply,” DfE said.

Only in “exceptional” instances where skills needs shift in the three-year cycle should a replacement LSIP be recommended.