There are 83 winners sharing £62.6 million from the Education and Skills Funding Agency’s adult education budget tender, FE Week can reveal.

Results for the delayed procurement were finally communicated to training providers last night.

They will now be observing a voluntary ten-day standstill period until July 26 before commencing contracts on August 1.

Tender documents, seen by FE Week, show that 25 of the winners have been awarded their full bid values while 58 received pro-rated awards of 48.4 per cent of their original bid.

A total of £66 million was available in the procurement. There is no explanation as to why only £62.6 million is being dished out.

According to the documents, potential contractors were ranked in order of “technical score” which resulted in “blocks of scoring”.

The process was as follows: “’Block 1’ comprised of the potential contractors with the highest final technical score (FTS). These scores ranged from 500 – 410.

“’Block 2’ comprised of potential contractors with the second highest FTS achieving scores of 400.

“The AEB Budget was allocated to the highest scoring potential contractors until the budget had been used in full blocks. Potential contractors in Block 2 whose bids included SWAPS (Sector-Based Work Academy Programme) as part of their delivery were prioritised.”

Results for the national AEB tender have been hit with multiple delays.

Outcomes were originally supposed to be communicated on June 24. The ESFA then said they could not meet that deadline and bidders were told the outcomes would be ready for June 28, only for this date to be further pushed back.

Association of Employment and Learning Providers chief executive Jane Hickie said: “Congratulations to the precious few independent training providers (ITPs) who have won contracts in the latest AEB procurement and my commiserations to those of you who missed out. I am sure that among the hundreds of bids, there were many of high quality with a real focus on retraining adults as part of the pandemic recovery effort.

“Knowing that there are clawbacks in this programme and underspends in other programmes, it is so frustrating to know that ITPs are queuing up to spend a very small pot of funding in relation to the total budget and that much more funding could have been allocated to this procurement.”

She continued: “Here is a classic example of the levelling up agenda being failed miserably and we should see this in the context of the likelihood of a very tough Spending Review.

“The appalling handling of the procurement has resulted in stress and anxiety for our members and their staff, not knowing whether they would be in a position to deliver the programme after 31 July.

“The procurement has been another miserable experience all round and the whole process has been hugely damaging in a number of ways.”

 

The government has published its long-awaited response to the consultation for the level 3 qualifications review.

The Department for Education set out plans yesterday to streamline the qualifications offer by funnelling students onto an ‘academic’ or ‘technical’ route.

It followed a two-stage review, launched in 2019 to consider future funding for tech levels, technical certificates and applied general courses such as BTECs.

The government’s plans involve defunding most of them, to focus progression routes on A-levels, T Levels and apprenticeships.

A flurry of documents, including guidance, impact assessments and the government’s response to the second stage’s consultation were released today.

FE Week has picked out the key things you need to know…

 

1. Which qualifications will be reviewed when

The ‘approvals process for academic and technical qualifications’ document released today reveals digital qualifications will be the first to be reviewed and approved to be taught from 2023.

The Institute for Apprenticeships and Technical Education will approve other technical qualification categories, to be taught from 2024, if the Skills and Post-16 Education Bill passes Parliament.

IfATE will be publishing criteria for approving qualifications in each category next year.

The Education and Skills Funding Agency and qualifications regulator Ofqual will be reviewing the necessity and quality of academic qualifications.

The government’s consultation response explains technical qualifications which could overlap with T Levels will be assessed for funding according to whether they support entry to employment in specific occupations; if its outcomes are similar to those of T Levels; and if the qualification aims to support entry to the same occupations as a T Level.

Further guidance and approval criteria will be published in 2022.

Small alternative academic qualifications, equivalent to one A-level or smaller, will be approved for funding if they are studied alongside A-levels, even if they overlap with them or T Levels.

However, the DfE has said in a policy statement for the review this does not mean a “blanket approval” for qualifications in areas of applied general qualifications.

It will set a “high bar” for demonstrating their value, and will demand evidence of “successful outcomes for students taking those subjects and links to further study in important HE subjects”. Such a high bar that the government predicts…

 

2. BTECs will become ‘rare’

The government announced that other level 3 qualifications like BTECs could still access public funding if they “give employers the skills they need or lead to good higher education courses and demonstrate why there is a real need for them to be funded”.

However, the policy statement reads: “Study programmes made up of alternative academic qualifications such as applied general qualifications will be rare.

“In the new landscape, large academic qualifications that overlap in content with T Levels, which might include AGQs such as Pearson BTEC and OCR Cambridge Technical qualifications, will no longer receive public funding,” it adds.

Instead, most students on the academic pathway who are progressing to HE without any A-levels will be “those taking large alternative programmes such as in the performing arts”.

The DfE estimates it will be defunding 43 per cent of non A-level level 3 qualifications by 2025, accounting 15 per cent (276,000) of level 3 enrolments.

 

3. Tough funding future for awarding bodies

An impact assessment report for the proposals sets out how ten awarding organisations out of more than 130 could lose at least a fifth of their publicly funded 16-to-19 enrolments at level 3 and below.

The assessment states three of them have over 500 16-to-19 enrolments at these levels funded by the Education and Skills Funding Agency.

And up to seven awarding organisations’ publicly funded 16-to-19 enrolments could drop by 80 per cent or more.

The revised assessment finds no change for funded adult enrolments from its predecessor: up to five awarding bodies could lose at least 80 per cent of their funded adult enrolments under the changes.

The combined impact of 16-to-19 and adult enrolments means an estimated four awarding bodies could lose at least 80 per cent of their funded enrolments.

The DfE said it is taking a phased approach to these plans to mitigate against resourcing issues for awarding bodies.

 

4. Impact on disadvantaged ‘justified’ by overall student benefit

The consultation response and impact assessment for the plans note how students from SEND, Asian ethnic, and disadvantaged backgrounds, as well as males “are disproportionately likely to be affected by the changes”.

They “may no longer be able to progress to level 3,” the impact assessment posits.

The assessment explains these students are disproportionately represented on these courses, something the Association of Colleges and Ofqual have raised.

Yet the DfE argues this will be a minority and the proposals will be “justified by the overall benefits to students”.

The department said it is trying to improve transition provision for students who take three years to complete their level 3 and are bringing forward proposals to improve outcomes at level 2.

 

5. Nearly everyone disagrees with slashing courses which overlap T Levels

Almost 1,350 people responded to the consultation and a vast majority – 86 per cent – disagreed with the DfE’s plan to strip funding from qualifications which overlap with T Levels.

Respondents “typically raised concerns around the accessibility of T Levels, as opposed to the approach to overlap, citing that T Levels may reduce flexibility and choice for students.”

Many called for the retention of applied general qualifications, as they believed the “breadth and stretch of T Levels would not be appropriate for all students and levels of achievement”.

 

6. Widespread concern about narrowing options

Respondents expressed concern en masse about narrowing options for students finishing their GCSEs.

It was cited as a reason for 56 per cent disagreeing with proposals to approve qualifications for funding if they provide occupational competence against employer-led standards not covered by T Levels or if they develop specialist skills.

Respondents were also cautious about narrowing options for alternative programmes of study and of pathways into HE, in response to plans to fund a small number of qualifications supporting progression to specialist HE courses as A-level alternatives.

Eileen Milner will become the chief executive her local combined authority when she leaves the Education and Skills Funding Agency.

The Cambridgeshire and Peterborough Combined Authority announced today that the senior civil servant will take up the position in the autumn.

Its board voted unanimously on the appointment on June 30, the same day that FE Week revealed Milner had told staff that the “time has come” for her to “go to a new challenge”.

Milner, who is based in the greater Cambridge area, was appointed to lead the ESFA in 2017 shortly after the organisation formed through the merger of the Education Funding Agency and Skills Funding Agency.

She said she was “delighted and honoured” to have been appointed into the Cambridgeshire and Peterborough Combined Authority. She will earn just over £200,000 annually as its chief executive.

“The area covered by the combined authority is an extraordinary one, rich in history, talent, innovation and opportunity and I am excited to join an organisation that has such an important remit in respect of making our area the very best place to live, work, invest and learn,” she added.

Mayor of Cambridgeshire and Peterborough, Nik Johnson, described Milner as an “outstanding, experienced individual”.

“She is a dedicated and determined public servant and will be challenged to help me continue to embed the 3Cs of Compassion, Co-operation and Community in the delivery of our projects and to help improve the lives of everyone in Cambridgeshire and Peterborough,” he said.

Milner joined the ESFA from the Care Quality Commission, where she was an executive director. According to her profile on the government’s website, she started her career in local government, specialising in education services, before moving into higher education.

A recruitment process for Milner’s successor at the ESFA has not yet been launched.

Following the news of Milner’s departure, ESFA chair Irene Lucas-Hayes said today: “Eileen has been responsible for successfully overseeing billions of pounds worth of funding into the education and skills system and delivering on its promise, as a funding agency, to ensure year-on-year funding is delivered on time and with accuracy, including throughout the past year during the pandemic.

“I, and her colleagues at ESFA, have welcomed and very much appreciated Eileen’s measured and calm approach, and her authentic communications and leadership style. I truly believe that Eileen has led the ESFA with great skill and competency and it has been a pleasure working with her.”

BTECs will survive the government’s bonfire of level 3 qualifications if they can demonstrate there is a “real need” for them, it has been announced.

The Department for Education has today confirmed a new streamlined system for students finishing their GCSEs will be phased in between 2023 and 2025.

This will involve stripping public funding from “poor quality” qualifications which duplicate other courses and overlap with T Levels or A-levels, with education secretary Gavin Williamson warning: “As we recover from the pandemic, there can be no room in our education system for second rate qualifications.”

But the Association of Colleges has warned “hastily scrapping hundreds of level 3 qualifications, starting in 2023, risks leaving some of the most disadvantaged young people without routes into meaningful work”.

The Sixth Form Colleges Association has also warned the proposals have the potential to be “hugely damaging” to the life chances of young people because it is “clear that the government intends to sweep away the vast majority of applied general qualifications like BTECs”.

Pearson, the awarding body of BTECs, said it is “good” to see that some of its feedback to the review has been taken into consideration in the government’s decision, and they will now take time to fully understand the implications.

This new streamlined system will make apprenticeships, A-levels and new T Levels the main progression options after GCSEs, the DfE stated.

However, other level 3 applied general qualifications in areas like creative and performing arts will continue to be on offer, so long as awarding bodies can prove those qualifications “give employers the skills they need or lead to good higher education courses and demonstrate why there is a real need for them to be funded”.

The department has yet to say the process for deciding which qualifications will be retained.

The government also promised today more level 3 qualifications will be made available to adults, including T Levels, from 2023. This was originally mooted last year.

 

Level 3 courses have ‘important role’

Today’s announcement comes after the highly contentious, two-stage level 3 and below qualifications review, originally launched in March 2019 to consider the thousands of tech levels, technical certificates and applied generals, including Pearson’s popular BTEC courses.

A consultation, attached to the review, had sought views on only providing public funding to qualifications which meet quality, purpose, necessity, and progression criteria.

Stakeholders were also asked about defunding qualifications which overlapped with T Levels or A-levels.

The Education and Skills Funding Agency announced in 2019 a “moratorium” on approving funding for new qualifications at level 3 from last September.

Institute for Apprenticeships and Technical Education chief executive Jennifer Coupland has emphasised level 3 qualifications’ “important role for people at the start of their careers and those looking to build new skills.

“This review will help us to do even more to help people gain the knowledge and skills they need for prosperous and successful careers in their chosen industry,” she said today.

 

DfE warned defunding qualifications could hurt disadvantaged

However, sector bodies and even qualifications watchdog Ofqual have warned the DfE defunding existing level 3 qualifications could more heavily impact disadvantaged learners.

Responding to today’s announcement, the Association of Colleges argued disadvantaged students will be “disproportionately affected” by the changes.

That is because the qualifications likely to be withdrawn are taken by higher proportions of black and minority ethnic students, those with lower prior attainment, SEND students, and those eligible for free school meals.

Ofqual, in its response to the review in January, made many of the same points, and that some learners, including those with SEND, “may find T Levels less well-suited, too big or not sufficiently flexible for their individual study needs”.

Eleven education representative bodies issued a joint statement last month saying defunding applied general qualifications will hamper students’ progress to employment or further study.

Bill Watkin, chief executive of the Sixth Form Colleges Association, said today that closing down the route of BTECs means that “thousands of students will be left without a viable pathway after they have finished their GCSEs – that’s bad for young people, bad for social mobility and bad for the economy”.

AoC chief executive David Hughes has urged the DfE to “take a moment” and create a new roll-out plan which ensures T Levels’ success “while not inadvertently disadvantaging thousands of already disadvantaged students with their quest for speed”.

Federation of Awarding Bodies chief executive Tom Bewick called it “disappointing” the government was supporting some regulated qualifications “instead of supporting course diversity and real careers choices for young people post-16”.

“The notion in a British economy, with over 75,000 different job roles currently available, that the number of qualifications made available can be reduced to a mere handful is fanciful. If policymakers listened to parents, learners and college community leaders, as much as to employers, they would know that.

“Frankly, learners deserve better.”

 

Current set of qualifications ‘confusing’

Yet some employers are impatient for the proposed changes to be rolled out.

Rolls-Royce Civil Aerospace Division’s chief of industrialisation Ruth Ginever today said: “The current proliferation of different qualifications and lack of standardised content is confusing to both employers, seeking to recruit and to young people, and their parents, looking to make decisions on qualifications to study.”

She called the lack of standardisation “disruptive,” and said it led to extra costs bringing an apprentice into the business, as “often funding for extra academic support for learners has to be found to cover gaps emanating from non-standard level 3 qualifications”.

Cindy Rampersaud, senior vice president for BTEC and apprenticeships at Pearson, said: “While we welcome the government’s aim to raise standards in further education, we have always warned that policy makers should not lose sight of what is working well already – namely existing high-quality qualifications that are respected by employers, universities and students alike, be they BTECs or other vocational qualifications.

“It is good to see that some of this feedback, from us and a wealth of other respondents to the consultation, has been taken into consideration.  We will take the time now to review the government’s response to the consultation in full and understand the implications for BTEC students and colleges.”

The Department for Education and Ofqual have launched a consultation on proposals for vocational and general assessments and exams in 2021/22.

The proposals include an end to teacher-assessed grades, measures for streamlining assessments and exams, and mitigations for students sitting GCSE English and maths exams.

Education secretary Gavin Williamson said while exams “will always be the fairest way to assess students,” he wants assessment arrangements to “take into account the disruption young people have faced over the past 18 months”.

Students, employers, parents and carers, teachers and trainers, college and school leaders and other stakeholders have been invited to respond to the online consultation.

They will be able to respond for the next two weeks, until 26 July. This is so changes can be announced before the start of the next academic year.

 

1. Exams and assessments ‘will go ahead’

The Department for Education has stated its intention that exams and assessments for VTQs and other general assessments will go ahead next academic year.

However, the consultation documents do admit students have experienced “significant disruption” and will need “continued support in the face of any further disruption”.

 

2. No more teacher-assessed grades

Due to the government’s commitment to exams going ahead next year, Ofqual is looking to make it so awarding organisations will only be allowed to issue results based on exams and assessments.

“Results cannot be based on teacher-assessed grades,” the guidance clearly states.

A number of VTQ and general qualifications had been allowed to issue results based on evidence, such as TAGs, from sources other than exam and assessment results this year.

 

3. Assessments can be ‘streamlined’

Ofqual and the DfE will allow assessments to be adapted, through reducing duplication of testing for a particular skill or knowledge set or by amalgamating two assessments into one.

However, awarding bodies have been warned if assessments are streamlined, the number of guided learning hours should “remain broadly unaltered for each qualification”.

The extra time gained from streamlining should be used for education recovery and learning, the guidance reads.

If an awarding body believes the number of taught hours, either face-to-face or online, would “lessen significantly” under their proposed adaptations, they will be expected to alert the DfE.

A qualification’s entire content should still be taught where feasible and any reduction in the internal assessments of the qualification should be kept to a minimum.

 

4. Internal assessments can be rolled over

Awarding bodies will be allowed to roll over internal assessments into 2021/22, for students who were working towards them in 2020/21.

That is if they were “unable to complete them due to public health restrictions”.

This allowance will only apply where the task was to be used solely for 2020/21.

Students starting internal assessments in 2021/22 will not be covered by this flexibility.

 

5. GCSE maths students could be allowed cheat sheets

For general qualifications, the DfE and Ofqual are looking to give colleges some choice about the topics or content their students will be assessed on, in subjects including GCSE English literature.

GCSE maths students could also be given formula sheets in exams.

 

6. DfE keeping watch on public health situation

The consultation admits there is “continued uncertainty” about whether further disruption will hit education in 2021/22.

“We believe it will be possible for students to take exams safely, but we need to have plans in place for the unlikely event that is not possible”.

The document notes there is a “small risk” further disruption will be so extensive that even with remote education and the adaptions being proposed, “going ahead with exams would not be the fairest approach for students”.

The regulator and the DfE have promised to cooperate on contingency plans for if assessments and exams cannot be held locally or nationally, or if students are unable to sit them owing to illness or self-isolation.

Also, the consultation does keep the door open for teacher-assessed grades to return in the future.

While all qualifications will be moved to category A of Ofqual’s VTQ Contingency Regulatory Framework under these proposals, meaning they will be prohibited from using alternative evidence to issue results, the watchdog will retain category B of the framework, under which awarding bodies are allowed to use alternative evidence like TAGs.