3 in 4 apprenticeship adverts ‘block’ applicants without English and maths

Three quarters of apprenticeship vacancy adverts block applicants who have not already achieved a grade 4 pass in GCSE English and maths, research has found.

The Association of Employment and Learning Providers analysed 5,440 vacancies and discovered 72 per cent of ads required learners to have a minimum of grade 4/C – known as a standard pass, with a further 4 per cent requiring at least a grade 5 – known as a “strong pass”.

The remaining 24 per cent of adverts either had no specific maths and English requirement or accepted grade 3/D and below.

Ministers have now been urged to use the finding as a wake-up call to end functional skills exit requirements in apprenticeships.

Ben Rowland, AELP chief executive, said the “astonishing” figures show “well-intentioned rules designed to encourage further learning of English and maths are now having the opposite impact – those in most need of support are being blocked from the apprenticeship route because of requirements”.

The Department for Education confirmed it is reviewing English and maths requirements to “ensure they support learners while maintaining high standards”.

It comes against a backdrop of almost one million young people not in education, employment or training (NEET).

‘Stressful and often irrelevant’

Under current rules, apprentices must achieve level 1 English and maths functional skills qualifications if they are on a level 2 apprenticeship and did not pass the qualifications at GCSE. And, if a similar learner is on a level 3 or higher apprenticeship, they must achieve functional skills at level 2.

Training providers, employers and apprentices have long complained the rule is “almost universally viewed as a barrier to opportunity” within apprenticeships and a “major source of frustration” that contributes to high dropout rates, according to a report published today by AELP.

The group found just over half of the grade 4/C qualification requirements were advertised as “essential”, with the rest saying the grades were “desirable”.

And it concluded the data showed entry requirements for apprenticeships were being tightened to “avoid the stressful and often irrelevant functional skills qualifications that come with learners without English and maths”.

Rowland added: “Given the dire impact on operations, morale and learner mental health caused by functional skills qualifications as an exit requirement, it is not surprising that both employers and providers have responded by seeking to avoid it wherever possible.”

Remove the exit requirement

More than a quarter of young people left school without English and maths GCSE grade 4 last year.

Reformed functional skills qualifications launched in 2019 with revised content and assessment requirements. The aim was to give the qualifications greater credibility with employers.

Functional skills pass rates currently sit at around 75 per cent, down from 84 per cent before the pandemic and before the reformed qualifications were introduced.

No other qualification, such as A Levels and T Levels, have English and maths as an exit requirement. However, 16 to 18-year-old students without a pass in the subjects must work towards them as a condition of their place being funded.

The AELP said the DfE should “require and fund providers to deliver English and maths support to all learners who are not able to demonstrate the required level, including an assessment at the start and end of the apprenticeship to demonstrate progress – but not as an exit requirement for the apprenticeship”.

Apprenticeship standard trailblazer groups should also “consider English and maths requirements for apprenticeships on a standard-by-standard approach, rather than a one-size-fits-all approach, allowing more contextualisation”. This would “ensure that delivery and assessment are more aligned to job roles and skills being tested are meaningful and appropriate to the learner”.

The DfE said: “We are committed to giving young people the skills they need to seize opportunity, no matter what their background is. That is at the heart of our plan for change which will put the economy on firm foundations for growth.

“That’s why we are reviewing the English and maths requirements for apprenticeships to ensure they support learners while maintaining high standards. High-quality apprenticeships are a vital pathway into skilled employment and we want them to be more widely available.”

Framing the future of creative education: new BTEC HTQ in Photography nurtures talent beyond the lens

As the world’s leading lifelong learning company, Pearson is setting the standard in Higher Technical Qualifications (HTQs), offering the largest portfolio on the market with forty-three HTQs across eight different sectors. Their new BTEC HNC in Photography for England is the first ever in the creative sector and is the only photography HTQ approved by IfATE—an exciting milestone for creative education. 

Available to teach in September 2025, this new qualification is designed to nurture creative talent, foster technical skills, and prepare students for higher education or an exciting career in the industry. 

A flexible approach to creative careers 

At the core of this innovative new qualification lies a transformative idea: empowering aspiring photographers with the tools they need to succeed, while giving them the flexibility to focus on what they love. The course offers an inspiring and informative study programme that stimulates and challenges learners, providing a solid foundation in key photographic techniques, while allowing them to follow their specific areas of interest—whether that’s fashion, documentary, fine art, travel, or digital media. 

Real skills for real success 

The course is structured to equip learners with the creative, technical, and professional skills essential for success in the photography industry. Students gain a solid understanding of photography’s history and contemporary practices, helping them position their work within a broader narrative. They also develop unique ideas through research and critical evaluation, turning concepts into compelling visual stories. 

Technical proficiency is key, with students mastering both traditional and modern techniques to meet professional standards. The programme also covers real-world challenges, preparing students for roles in freelance, team or studio settings, with a focus on client management, business skills and ethics. Finally, students learn to communicate effectively, promoting their work to a range of audiences, from clients to social media followers. 

Navigating the AI debate 

AI’s impact on the creative industries is undeniable, and the photography world is no exception. Pearson has made AI a key part of this qualification, guiding students on how to use technology responsibly while maintaining originality and artistry. With the rise of AI-generated art, the course ensures students are aware of both the potential and the ethical considerations of emerging technologies. 

Built by industry experts, backed by authentic voices 

Pearson collaborated with leading industry experts, including the UK Black Female Photographers Community (UKBFTOG), to ensure the qualification is inclusive and reflective of modern needs. Jemella Ukaegbu, founder of UKBFTOG, commented: “This qualification is exactly the type of support that opens doors for those who need it.” 

Award-winning photographer Monika S. Jakubowska added, “It’s vital to develop qualifications that are relevant today and equip learners with the skills to thrive in the competitive photography industry.” 

Shaping creative futures together 

Fiona Ross, Pearson subject lead for the qualification, highlighted the depth of collaboration involved in developing the course: “It has been exciting to talk to such a wide range of educators and industry specialists across the world to ensure this new qualification is fit for purpose. I am always grateful for the expertise of industry professionals, which helps us shape not just relevant but stimulating qualifications to support the student journey.” 

Pearson’s new BTEC HNC in Photography for England provides educators with the tools to inspire and nurture creative talent, offering a curriculum that blends the essentials of professional practice with the flexibility to encourage unique expression. From mastering fundamental skills to navigating the implications of AI, this qualification has everything that aspiring photographers need to thrive. 

Discover more about how Pearson HTQs can support your learners’ creative future 

Students ‘not disadvantaged by their SEND’ at ‘outstanding’ college

A Cheshire-based specialist college that was caught up in last year’s RAAC scandal has scored top marks from education inspectors. 

Royal College Manchester, which is part of Seashell Trust, was graded ‘outstanding’ by Ofsted for each judgment in a report published today following a full inspection last month. 

The 69-learner college improved from ‘good’ because of “exceptional education, care and support” from “highly qualified, experienced, caring and nurturing staff”. Learners at the college are aged 16 to 25 and have special educational needs and/or disabilities (SEND), some with complex health needs.

Inspectors reported teaching and care staff “work expertly together” on a curriculum that develops “substantial new knowledge and skills” as well as learners’ independence, physical health and wellbeing. 

Education quality, learner behaviour, personal development, high needs provision and leadership and management were all found to be ‘outstanding’.

Learners develop their teamwork and social skills through “extensive” enrichment activities that include rock band, cycling, residential trips and horticultural projects. 

Ofsted praised leaders’ monitoring of learner progress and “wide variety” of training on offer to teaching and therapeutic staff, including trauma-informed care and empathetic language.

Teaching staff were commended for their “excellent range of teaching and support techniques” in meeting learners’ individual needs.

“As a result, learners, including those with the most complex needs, have full access to the curriculum. They are not disadvantaged by their SEND,” the report said.

Clare Sefton, college principal, said: “This exceptional achievement is a testament to the dedication, hard work and passion of our staff, students and the entire college community.

“We are incredibly proud of this recognition and will continue to build on our successes to ensure the highest standards of education and care for all those we support.”

Royal College Manchester was one of a handful of post-16 colleges that had to move students last year due to RAAC. Its status as an independent specialist meant it was ineligible for government funding to repair the crumbly concrete.

The college moved students to its old 1950s school building in September 2023 which leaders said “isn’t fit for purpose and was due to be demolished”. The college has spent £1 million over the past year to refurb the old site and plans to move into a new purpose-built building, a development which is costing £29.3 million in total, in 2026.

EPAOs removed from APAR

The government has removed end-point assessment organisations (EPAOs) from the apprenticeship provider and assessment register (APAR) to “remove dual regulation”.

EPAOs and training providers were merged into a single register in August 2023.

For the past year, when an assessment organisation received recognition for a standard from Ofqual or the Office for Students – their external quality assurance (EQA) provider – they have automatically been placed onto APAR as an approved EPAO. 

However, the associated conditions of acceptance for APAR differed from the terms EPAOs have to pass for external quality assurance, which caused unnecessary regulatory burden.

The DfE told FE Week it made the “operational change” to remove EPAOs from APAR today to address this.

“This change is merely an operational one to remove dual regulation, whereby EPAOs have to be approved by the relevant external quality assurance provider (e.g. Ofqual) for a given standard, so we don’t need to maintain in DfE a separate register or approval process for EPAOs,” the department said.

“This therefore further simplifies the apprenticeship system for users.”

DfE added that the change will not affect the delivery arrangements for EPA.

To deliver apprenticeships, EPAOs continue to require approval in the usual way from the organisation providing the EQA for the relevant standard, and providers and employers can continue to use the ‘find an apprenticeship’ service to help them select an EPAO.

Simon Ashworth, Association of Employment and Learning Providers deputy CEO and director of policy, said: “The removal of end point assessment organisations from the apprenticeship provider and assessment register is a logical step forward, given EPAOs already need to be approved elsewhere with a higher threshold.”

Rob Nitsch, chief executive of the Federation of Awarding Bodies, added: “Regulatory burden is a key issue for our members and addressing it is a leading priority for the federation. We absolutely welcome the focus on reducing it and this step.”

Why every college should put learners at the heart of green initiatives

If we are going to meet the UK’s climate and nature targets, we must put the voices of young people at the heart of the conversation. They are the ones who will be impacted the most by the climate and biodiversity crises but can often feel powerless in making change.

To combat this at East Norfolk College, students are given the opportunity to gain hands-on experience in our ‘Climate Action Plan’ and ‘Wilding’ projects, as part of the Green Schools Revolution (GSR) programme.

Through the department for education’s 2022 climate change and sustainability strategy, all education settings were advised to have a climate action plan (CAP) in place from 2025. Working with GSR, students at East Norfolk College have been put at the heart of this process.

Students have taken what they have learned through CAP and applied it to other areas. For example, the college’s debating club considered a proposition that international organisations need more power to address climate change, and our student forum often considers innovative ideas in support of climate change, such as increasing use of public transport.

This work is a perfect example of youth-led initiatives having real-world impact, with a letter to local council leaders resulting in new cycling and road improvements scheduled for parts of Great Yarmouth next year.

Bringing together experiences from environmental science, law, politics, economics and business lessons, students are using their knowledge to debate important real-world issues.

As they head into the world of work, they are armed with skills in leadership, creativity, idea pitching, collaboration and innovation alongside the experience of positively benefiting their local community.

Their enthusiasm and passion has shifted the college’s attitude to tackling our emissions too. While we are supporting students in their green missions, we have to walk the walk in our own impact and emissions.

So we are embracing as much solar power as we can afford and bringing students and teachers together to understand how we can accelerate the move towards being more carbon-neutral.

Notably, biodiversity loss can often be overlooked among the noise of the climate crisis, but this is a dual challenge we face and they need to be dealt with together. Through the Wildling programme, we are seeking to rewild 30 per cent of our grounds by 2030, in line with the government’s own 30×30 targets.

This having a direct positive impact on our natural environment and on wellbeing

Students can get first-hand experience in helping nature to recover through working on our allotment and greenhouse and leading conversations on food production and new farming methods.

Social media can often create climate anxiety. However, together as a community we can use opportunities working on projects to highlight viable environmental careers and what we can do as individuals to make a difference for future generations.

It is not just students that benefit from this work but teachers too. Youth-led initiatives encourage great enthusiasm and participation as the satisfaction they give makes students feel rewarded.

For teachers who are passionate about tackling the climate and nature crises, such programmes offer an avenue to take action that is not readily available through the current curriculum.

It is also exciting for students and teachers to come together to try new things and experiences, whether that’s new fruit or vegetables grown in our allotment or using natural dyes from plants we have grown in art projects.

Not only is this having a direct positive impact on the natural environment surrounding the college but also on students’ wellbeing. Being around nature can have a positive impact on mental health, reducing stress and anxiety, while promoting a sense of purpose, belonging and connection to the environment.

Inspiring young people to get involved with the CAP and Wilding programmes has directly led to benefits for students in the college, but also for our wider community.

As the government’s curriculum and assessment review is underway, youth-led initiatives must be seen as an invaluable tool for having a real-world impact for young people, teachers and most importantly the planet.

A social media ban wouldn’t stop the need to educate

The upcoming social media ban for under-sixteens in Australia is rightly grabbing attention. This is an audacious move in the times we live in, but a repeat here would only increase further education’s role in educating about its dangers and appropriate use.

A ban on popular platforms like Instagram, Snapchat and TikTok will not please many teenagers.  On the flip-side, it could prevent more tragic stories of their devastating consequences of on-line bullying and harmful content.

You don’t have to live in Australia to know that parents, teachers and health workers worry that excessive amounts of time on social media can damage individual’s mental health and wellbeing. 

The government hasn’t yet acted, but just a fortnight ago, technology secretary Peter Kyle told the BBC that a similar ban was “on the table”.

In fairness, the new government didn’t have to wait long before running into trouble with the platforms, facing appalling scenes as a result of online disinformation after the shocking attack on children on Southport.

But that disinformation didn’t just affect young people, and nor is disinformation the only problem.

While teaching learners functional skills maths last year, it was common to hear tales of students spending between six and eight hours a day on phones. Granted, not all that time was spent on social media. However, it is indicative of how attached some young people are to their devices.  

I’m not a medical or mental health professional, so I won’t venture into discussing what constitutes social media addiction. What I’m certain of is that six to eight hours a day on a phone is unhealthy and cannot be ignored.

And national ban or no, it’s also clear that the de facto ban on phones in schools is sacrificing an opportunity to educate about this in favour of more time on teaching the core curriculum.

Above all, we must not demonise

But it’s a curriculum that fails many of the learners who come to us, so they will now arrive with low self-esteem and without the tools to fend off the social media reinforcement of that low self-esteem.

Among the other problems they won’t be equipped to deal with are isolation, relationship breakdowns, fear of missing out, anxiety, depression, imposter syndrome and more.

Inability to concentrate may or may not be alleviated by more focused lessons in school. The jury is out on that one. 

In truth, teenagers know the potential damage and yet continue to scroll – much like they continued to smoke in the 70s. This is not harmless fun or an easy-to-kick habit. We can all see that action is required.

Working in a college in the East Midlands last year, the most popular pastime at break times was a given. Little surprise that reading a book is rapidly going out of style.

There is a balance to be struck, of course. These platforms do help people stay connected and make new friends, to apply for jobs and develop their knowledge and skills.

One way or another, striking that balance is a responsibility that is likely to increasingly fall on our sector.

It seems clear to me that we simply must educate students about how they use their time on phones. This starts by considering its effects and its ethics (Asset or time thief? Democratising or demagogue-enhancing?).

Above all, we must not demonise. We must give them the knowledge and the agency to develop not just effective use but effective methods to manage that use.   

And we can only do that if we embed sessions on social media in our curriculum. Given the platforms’ record of undermining British Values and the paucity of that curriculum, perhaps that’s the best place for it.

It might require some outside help, or some staff development, but the investment would surely be worth it, both in terms of their mental health and their future life chances.

Who knows? Staff development and college-wide efforts to allocate times to check social media might be just as beneficial for our adults as for our young people.

The results could be staggering: reduced anxiety levels, less cyber bullying, greater self-esteem and more focus.

No ban is going to rescue our sector, so we might as well start now.

All I want for Christmas is (slightly) better FE pay

Education research organisation SchoolDash has just published some great work they have done, funded by the Gatsby Foundation, looking at recruitment into the further education sector.

They have analysed – with permission – all the adverts on the Association of Colleges’ website. They used AI (yes, really – they use it to read the adverts) to see who is advertising for what, what they are paying, and whether the job needs to be readvertised before it is filled. 

What little coverage there was of the findings sadly missed the most important point. It didn’t say that the average salary (and remember, this is typically for mid-career professionals with degrees and teaching qualifications) is just over £30,000.

Your chance of being a higher-rate taxpayer as an FE teacher is 0.3 per cent. Yup, three in 1000. I guess these things are not news to people in the profession, but they should be news to people in the country at large. 

Let’s put that salary into perspective. If you get a job at Aldi, you will earn £13.35 an hour after your probationary period. Assuming a forty-hour week, that comes to £27,750 a year. For sure, you will have to work your share of Saturdays and Sundays, and there are early-morning and evening shifts as well. Supermarket workers work hard.

On the other hand, you can start at Aldi at 16, meaning that a supermarket worker will have five years of earnings before their friend in further education earns their first pay cheque. That head start means that the total pay of the further education teacher will only reach that of the supermarket worker when the two of them are 53 years old.

In fact it is worse than that, because the further education teacher loses a chunk of their pay in student loan repayments. 

There is, of course, nothing moral about who earns more. We need people to work in Aldi, and we need people to work in further education. There is nothing intrinsically better about a society that pays one group more than another. 

You can buck the market, but you shouldn’t try

Ultimately, people do not earn what they deserve; they earn what is needed to attract the people needed for the job. If Manchester United are to rebuild, they will have to pay through the nose to attract talent of a relevant calibre. 

The problem with further education wages is not that they are low per se; it is that they are too low to attract enough talent. SchoolsDash find that four in 10 jobs get re-advertised, either because no-one applied or because the applicants fell below the standard of appointability.

That means low pay is a problem for the students as well as the staff. 

I don’t know of any sector that can call itself sustainable when four in 10 job adverts do not get a single application of sufficient calibre to be appointed. 

I would love to be able to say that this cannot last, that you cannot buck the market. But we can buck the market if society just doesn’t care about bad outcomes. We see this in social work, which has the same wicked problem of low salaries, vacancies and some very poor outcomes. And no one cares enough to change that either. 

So my wish this Christmas is that we will remember not just the children, but the young people and adults studying in further education. That we will realise that if we want them to learn construction, engineering, healthcare, English and maths – the five shortage subjects – the solution is easy: we just need to pay those who teach them adequately.

Not generously, mind. But enough, say, that only one in 10 jobs has to be re-advertised.

All I want is a market wage, because although you can buck the market, you shouldn’t try. It bucks back, and the consequences are – as we can see in this case – bad news for society. 

Labour’s Level 7 plans are a social justice travesty

After years of painstaking work, missed opportunities and false dawns, the country’s skills landscape is finally starting to look like one of more equal opportunity. It utterly baffles me that Labour will be the government to set all that back for another generation.

A while ago, I wrote a piece for this paper on the importance of resourcing great careers conversations with people of all ages.  I am a careers coach, and I specialise in life transitions when folk are wondering how to get the best out of themselves and their careers.

Thirty-five years after entering the skills world, I am proud that I can introduce career paths to people who would have never thought such a route was for them. And a key element of my being able to do that is the professional Level 7 offer that has grown in recent times.

You may or may not be surprised to learn that I only have a minority of clients who went to Eton, then did PPE at Oxford and from there into the city or other higher-level professions.But I can now say to people who did not tread that traditional path that higher level professions are within their reach.

My work concentrates on encouraging the individual to have confidence, ambition and agency in choosing their career path. I’m not daft enough to imagine that everyone can achieve anything they want to achieve, but I am daft enough to believe that society has a duty to take away pitfalls and barriers from people who want to achieve something great for themselves.

That’s particularly true for those who have come to career choices via a less-than-smooth or obvious route.

Those who were excluded from school. Those who didn’t discover a passion until college. Those whose education was disrupted by family circumstance, or illness, or mental health issues. Those who for purely economic reasons find themselves needing to upskill or reskill.

Never did I imagine that this government would be the one to take away opportunities for those very people. And I say this with my colours nailed firmly to the mast: I have been aching for a Labour skills strategy for what feels like a very long time indeed.

It makes me want to weep that this will be taken away

The arguments about growth are important but they are not what light my fire. What makes me passionate about my work is the importance of the whole person. Wellbeing springs from believing that we matter, that our contribution to society matters and that we are all enabled to play a part in all aspects of society, community and the economy. 

And yes, the employer must play their part, of course. But this is a partnership, right? It’s not just about the money. It’s about us – all of us – saying ‘yes, go on, take that less-travelled road into those professions you thought were only for the privileged’.

We all know of instances where public funds are not optimally invested. I’ve been to many a strategy away day funded by the public purse that the world would not have missed, had it been cancelled. And I was around when Individual Learning Accounts led to a flurry of dubious courses.

But surely good policy is about optimising results for the many and only bad policy is about cracking nuts with sledgehammers. 

I’ve been to many a meeting and spent many hours in my career talking about parity of esteem between vocational and academic learning.

Finally, I feel like all the talk is yielding results. We are creating vocational routes that are respected. We are investing (not enough, perhaps, but we are) in skills that we are proud of. We are providing routes to careers that folk I see would never have dreamed was within their grasp.

Finally, I can advise young people that they can think wide and high when they are looking at their future. And the reality matches more of their ambitions than it ever has.

It makes me want to weep that this opportunity will be taken away. Shame on us if we allow this to happen, and shame on Labour if they are the government that oversees this travesty.

The latest OECD data isn’t as positive as it appears

Two recent reports have helped us understand the types of skills we could be lacking in the future, and how we might obtain them.

Tuesday saw the launch of the Organisation for Economic Cooperation and Development’s (OECD) second Adult Skills Survey which is part of the Programme of International Assessment of Adult Competencies (PIACC).

It was accompanied by a more detailed report, compiled by the National Foundation for Educational Research (NFER), analysing the skills levels of adults in England. On first reading, the findings appear wholly positive.

Overall, adults in England scored above the international average across numeracy, literacy and problem solving, with a significant increase in numeracy scores since the first survey in 2012.

In literacy and problem-solving, England is second only to Japan among the G7 countries, and was outperformed only by Japan and Germany in numeracy. There has also been a significant improvement in literacy and numeracy skills of young adults since 2012.

But the devil is in the detail and the situation slightly more nuanced. While the improvement in average adult numeracy skills is very welcome, it has been driven by an increase in average skills levels among higher achievers, meaning the gap between highest- and lowest-scoring adults is widening.

The report estimates widening skills inequalities meant 8.5 million working-age adults in England had a low proficiency (achieving a score of below 225 out of 500) in literacy, numeracy or both, when the survey was conducted last year.

Eighteen per cent of adults in England were defined as having low proficiency in literacy and 21 per cent in numeracy – a substantial proportion of the population.

These adults are almost certainly more likely to work in ‘high-risk’ jobs such administrative, secretarial, sales, cleaning, hospitality and warehouse roles, which are projected to decline in the coming decade.

So what can be done to support these people and ensure they do not struggle to adapt to a changing labour market, or drop out of it entirely? That’s where our second report comes in.

We could soon see unprecedented levels of skills shortages

Just last week we published a recommendations report as part of The Skills Imperative 2035, a five-year research programme funded by the Nuffield Foundation.

Based on perspectives and ideas shared by a panel of experts, the report makes a set of recommendations designed to help workers in high-risk roles successfully transition into occupations expected to grow by 2035.

Among other things, the report calls on the government to increase real-terms public investment in adult education and skills, close to early 2010s levels, as well as strengthening the right to request time off so that people can remain employed while retraining during an unpaid career break.

NFER also recommends that education and qualification providers should create training courses and qualifications that are tailored to meet the needs of working adults and enable them, where necessary, to learn while working.

Previous reports in the Skills Imperative 2035 have quantified the gravity of the situation, focusing on the essential employment skills (EES) the country will need in the coming decade: communication, collaboration, problem-solving, organising, planning and prioritising work, creative thinking and information literacy.

Our projections show we could soon see unprecedented levels of skills shortages, with seven million workers lacking the EES they need to do their jobs in the next decade.

We suggest around 12 million people in England work in occupations that are expected to decline by 2035. By the end of the next decade, there could be over a million fewer jobs in these occupations.

Allowing skills gaps to widen could stifle the country’s productivity and act as a drag on economic growth, while limiting individuals’ employment and earnings opportunities.

It’s vital that we do all we can to help workers upskill or reskill so they are able to switch to more promising growing careers, such as teaching or healthcare, or simply earn more money in their current line of work.

A shortage of EES, coupled with 8.5 million people who are ‘low proficient’ in literacy, numeracy or both means we have a long way to go. Securing the essential skills required for tomorrow’s workforce is a big task, which needs tackling at once.