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12 October 2026

Latest news from FE Week

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‘Rushed rollout’ of V Levels risks damaging brand, survey warns

The first V Levels should be delayed until 2028 to avoid a “rushed rollout” that damages the new qualifications’ brand, a survey has suggested.

Research by the Edge Foundation found awarding organisations face a “tight turnaround” to develop subject materials ahead of the first three V Levels being taught from September 2027.

The charity’s report, published today, said the current timeline fails to provide “sufficient scope” for meaningful consultation with the FE sector on the design of the courses.

It also leaves a “very short timeframe” between the planned publication date for materials in spring next year and the start of teaching in September.

Researchers warned that widespread delivery problems caused by a “rushed roll out” could damage confidence in the new qualifications.

The report, ‘V Levels: Reflect and revise’, said: “Delaying roll-out by a year would allow providers a full academic year of dedicated preparation following publication of the first course materials.

“This would allow time for key preparatory activities such as curriculum redesign, employer engagement, staff recruitment, assessment planning, and development of marketing materials.”

The report also said the Department for Education needs more time to establish a “clear identity” for V Levels, while a large proportion of the college sector remains “unconvinced” about the case for scrapping applied general qualifications.

The Edge Foundation’s survey of 27 practitioners included responses from principals and vice principals, assistant principals, curriculum directors, and heads of department.

Representatives from eight colleges, Cambridge OCR and NCFE, the Federation of Awarding Bodies, the DfE, and the Treasury, attended the roundtable.

While the sample size is “small” and should not be read as representative of the sector as a whole, the consistency of several themes suggested a “clear indication of the issues that matter most”, the report authors said.

Survey responses showed there was “consistent concern” about the lack of detailed and timely information about the V Levels, such as who the typical learner would be, what gap they are designed to fill, and whether they are primarily a route to higher education, employment or apprenticeships.

One anonymised respondent said: “We need to know the structure, and which qualifications specifically will be run, so we can work out how we can possibly package them into a study programme.”

Four in five respondents said student recruitment and awareness was an anticipated delivery challenge, 74 per cent were worried about timetabling and curriculum design, and 67 per cent felt there is a lack of clarity on qualification structure.

Other concerns included staffing and workforce capacity, destination options and progression, and funding and resources.

Sector stakeholders also told the Edge Foundation that the DfE should publish sample subject combinations and progression pathways to help learners make “an informed choice”.

The “clearest” finding was low levels of preparedness, with only three respondents saying they felt prepared to teach V Levels.

Specific concerns included the lack of specifications, assessment information, teaching resources, or qualification combination rules.

Reflecting on their experiences of introducing T Levels, there was “broad consensus” that at least one academic year of dedicated preparation is needed before the first teaching of V Levels to ensure providers can implement them “confidently”.

Discussions from the roundtable also included questions about what problem V Levels are “trying to solve” amid uncertainty caused by the “rapidly evolving” level 3 qualification landscape.

The report said: “While flexibility was widely welcomed, several participants cautioned that introducing another qualification without clearly communicating its distinctive purpose risks increasing confusion for learners, parents and schools.”

College feedback included concern that offering programmes allowing V Level learners to combine with A Levels or other qualifications would require “substantial redesign” of their curriculum models.

This includes large multi-campus colleges and those that do not currently offer A Levels.

The feedback report comes days after the government’s update to its ‘post-16 pathways: implementation plan’, which delayed the planned defunding of three computing-related level 3 qualifications back by one year.

The remaining 154 level 2 and 3 qualifications – many of which overlap with the soon-to-be introduced V Levels and level 2 foundation and occupational certificates – will be defunded at the end of this year as planned.

The implementation plan has ruled out ‘partnering’ V Levels in the same subject area for at least the first two years, another key recommendation in The Edge’s report.

Officials confirmed, based on “initial scoping”, that none of the 13 V Levels due to be rolled out in 2027-28 and 2028-29 meet its criteria for partnering, which is only likely to be permitted in a “very limited number of circumstances”.

V Levels will have 360 guided learning hours (GLH) each, the same size as an A Level, while T Levels, which can be up to 1,360 GLH, will be the main level 3 qualification option allowing students to specialise in a single, occupation-focused subject.

Three V Levels in digital, education and early years, and finance and accounting are due to be launched in September 2027, followed by a further ten in 2028.

V Levels are the latest development in long running reforms to technical education at level 3 that include the introduction of T Levels in 2020 and their alignment with Skills England’s occupational standards.

The DfE declined to comment.

Let levy funds pay foundation apprentice wages and create VCSEs, says Fabian Society

Employers should be allowed to use growth and skills levy funds to cover half the wages of foundation apprentices, the Fabian Society has said, after just 160 young people started the new programme in its first nine months.

The Labour-affiliated think tank also wants 5 per cent of the annual revenue raised through the levy to be devolved to mayors to develop local pre-apprenticeship programmes, and for the government to introduce “VCSEs” as a vocational equivalent to GCSEs for 14- to 16-year-olds.

The recommendations were set out in a new report – ‘Pathways to Apprenticeships’ – which warned ministers risk missing their ambition to tackle youth unemployment unless they fix the “fragmented and opaque” route from education into an apprenticeship.

Apprenticeship starts among under-25s in England fell by 40 per cent, from 286,000 in 2014-15 to 172,000 in 2024-25, which represents the “largest decline among advanced economies”, according to the report.

Meanwhile, almost one million young people across the UK are not in education, employment and training (NEET).

The report comes as former Labour cabinet minister Alan Milburn nears the conclusion of his national review into young NEETs. Milburn has suggested his final report could recommend a “root and branch” review of the apprenticeship levy, now known as the growth and skills levy.

The Fabian Society said strengthening pre-apprenticeship pathways is key to efforts to reverse the decline in young people entering apprenticeships.

Redesign foundation apprenticeships

Foundation apprenticeships were introduced by ministers last year as entry-level paid jobs with structured training at level 2, lasting at least eight months.

They are currently available in construction, digital, social care, and engineering and manufacturing, and are intended to help young people progress into a full apprenticeship, skilled employment or further study.

But the scheme has got off to a slow start.

The government set an ambition for up to 30,000 foundation apprenticeship starts by July 2029, but just 160 young people started one between the scheme’s launch in August 2025 and April 2026.

The Fabian Society said the low take-up is partly due to limited employer demand, as well as a lack of interest from awarding organisations and training providers because of low volumes and relatively low funding bands.

It called for foundation apprenticeships to be offered at level 1 as well as level 2, expanded into all sectors and given higher funding bands to attract more providers.

Employers can currently receive incentives of up to £2,000 for hiring a young person onto a foundation apprenticeship, intended to cover costs including wages. A third of the payment is conditional on the apprentice progressing to a full apprenticeship within 90 days.

The growth and skills levy can be used to pay for the training of foundation apprentices, but not their wages.

The Fabian Society wants this rule changed so levy funds can cover half of a foundation apprentice’s wages.

It estimated this would save employers around £4,700 per young person and make them more likely to participate in the scheme.

The think tank estimated that its proposed reforms could eventually generate around 130,000 foundation apprenticeship starts over the next parliament.

The total cost of the foundation apprenticeships redesign, including both training and assessment and the employer wage subsidy, would be £236 million annually and would be covered by increasing and expanding the growth and skills levy to more employers.

The report repeated the think tank’s previous call for the levy rate to rise from 0.5 per cent to 0.7 per cent of payroll, while lowering the salary bill threshold at which employers become liable to pay it from £3 million to £1 million.

It estimated the changes would raise an additional £2.5 billion by 2029.

Give mayors levy funds to create bespoke pre-apprenticeships

Ministers recently set a precedent by handing £140 million of the apprenticeship budget to mayors to fund an apprentice brokerage pilot, which appears to be the first time apprenticeship levy funds have been used to fund initiatives beyond training and incentives.

The pilot will run in eight areas from autumn 2026 and is focused on supporting young people aged 16 to 24 who are, or are at risk of, becoming NEET.

The Fabian Society said the government should go further and task mayoral strategic authorities and other local areas with creating bespoke pre-apprenticeship training programmes.

Courses should be shorter than foundation apprenticeships – from eight to 16 weeks – and would be pre-employment provision linked to a guaranteed apprenticeship opportunity at a local employer, rather than being an immediate form of employment.

The Department for Work and Pensions should also allow young people who are on universal credit to continue claiming for the duration of the pre-apprenticeship, while mayoral strategic authorities should consider providing a stipend to NEET young people who are not claiming benefits.

These local pre-apprenticeship training programmes would be funded through devolving 5 per cent of the expanded growth and skills levy to create a new regional apprenticeship fund worth £311 million annually by 2029-30.

Jess Strenk, head of public affairs and stakeholder engagement at Youth Futures Foundation, said international evidence indicates that apprenticeships are particularly effective in getting young people into good work.

“Countries with higher youth labour market participation rates have much stronger links between education systems and employers, with opportunities for young people to take good vocational pathways earlier,” she added.

VCSEs to sit alongside GCSEs

New prime minister Andy Burnham unveiled plans over the summer to create new technical education pathways for 14 to 16-year-olds from September 2028.

Education secretary Lucy Powell has already said that new or reformed national GCSE-level qualifications may be needed as part of Burnham’s plans.

The Fabian Society said the government should develop a new qualification called VCSEs – to provide a vocational pathway alongside GCSEs.

The qualifications would provide a “broad introduction to a chosen occupational area, providing practical industry-specific knowledge, work-related skills, and a variety of interactions with employers”.

VCSEs should be available at level 1 or level 2, with students required to take them alongside a core of GCSEs, the report said.

The courses would be based on occupational pathways, enabling young people who want to pursue the vocational route to move directly into an apprenticeship or onto V Levels or a T Level.

Fabian Society highlighted that VCSEs – or the Vocational Certificate of Secondary Education – are being introduced from September next year in Wales.

Joe Dromey, report author and general secretary of the Fabian Society, said: “The prime minister is right to make getting more young people into skilled work a priority. But setting the ambition is not enough if the route into an apprenticeship does not work.

“Our findings show just how confusing parts of the current system have become. The government’s commitment to reform technical routes from 14 are an important step, but ministers now need to make sure these routes actually lead somewhere.

“That means fixing foundation apprenticeships, giving mayors the tools to build local pathways into real opportunities, and making it easier for employers to take on young people.”

The government was approached for comment.

We want medals, but WorldSkills is about much more

Team UK has landed in Shanghai and spent the weekend getting into the mindset to compete on the global stage, and I cannot wait to cheer them on. They are representing our country and our skills sector on the global stage and doing so at an extraordinary standard.

Every competitor wants to perform at their very best. We want medals, and we should never be embarrassed about saying so. Medals matter. They recognise exceptional performance, inspire others and show what UK skills excellence looks like on the global stage. We should be unapologetically ambitious for every member of Team UK. But WorldSkills is about much more than the medal table.

For each member of Team UK, this is a life-changing experience. They will test themselves against the very best young professionals in the world, under intense pressure and against exacting international standards. They will return with greater confidence, deeper technical expertise and a new range of skills ready to further their careers.

The competition matters to the UK for the same reason. WorldSkills gives us a rare opportunity to benchmark our technical education and training against the best in the world. It allows us to see where global standards are heading, understand how other countries are developing their young people and use those insights to raise standards in technical education and training right across the UK to benefit learners, educators, and employers.

We do this through our Centre of Excellence professional development programme in partnership with NCFE, which is already reaching more than 165 institutions and hundreds of thousands of learners and apprentices. I know first-hand the impact that this has had on my college, I have seen tutors remotivated, students inspired and attendance and achievement rates improved. WorldSkills UK also uses international expertise to power growth in skills through new teaching excellence package for Technical Excellence Colleges.

Team UK is competing in 25 of the 64 skills at WorldSkills Shanghai. While other countries are taking larger teams (Brazil and China both have 71 competitors, entered across all 64 categories) we have made a strategic choice to take a smaller team and focus our resources on spreading the benefits of international best practice to help young people thrive in the world of work.

There are two sides to the WorldSkills coin – competing at the highest level so that we understand what it takes to be the best and then taking international best practice back to the UK. Both are valuable and you can’t have one without the other.

None of this would be possible without the extraordinary commitment of the people behind Team UK, the training managers who give up evenings and weekends, the employers and training providers who invest their time and expertise, and the WorldSkills UK staff who work tirelessly to prepare and support the team and the official partner of Team UK, Pearson.

So, my ask of the sector is simple: get behind Team UK this week. Celebrate their ambition, recognise everything it has taken to reach this point, cheer them on as they represent the UK among the very best in the world. But let’s also make sure we bring home the learning, insight and ambition that can transform opportunities for young people across the UK.

The AI jobs debate is missing the skilled trades

For all the debate about AI and the future of work, we are still viewing the workplace through a narrow lens. Much of the public conversation has focused on those most visibly affected: software engineers, tech employees, knowledge workers and office personnel.

That debate matters. But it misses a larger and more immediate reality.

AI is also reshaping occupations rarely placed at the centre of the technology debate: skilled trades, public sector jobs and service roles. These are the people who maintain equipment, work in healthcare, keep infrastructure running and deliver the essential work societies depend on every day.

At the same time, demand for skilled workers is growing and will continue to grow as the world’s population ages and shrinks. It is time we focused more sharply on their future in the AI era.

Our new research report, For Every Future: Preparing Early-Career Skilled Trade, Technical and Service Talent for an AI-Infused World, finds that the remaking of skilled jobs and rising demand for these workers are on a collision course. From that emerges a new challenge: a rapidly developing triple capability gap.

The first gap concerns new capability. People entering skilled trade, technical and service roles increasingly need to understand how to work with AI: when to use it, when to question it and how to apply it safely and responsibly.

An early-career construction worker, for example, will increasingly work alongside AI-powered safety systems. They must know when to act on an alert, when to verify it and when to trust their own judgment if the technology misses a hazard.

In pharmacy, AI can support dispensing and stock management, but it cannot replace clinical judgment. Technicians still need the expertise to identify risks, challenge outputs and intervene when patient safety demands it.

The second gap is a consequence of the first. As AI reshapes roles, workers must strengthen the distinctively human capabilities it cannot replicate, including collaboration, communication and adaptability. These will become a primary source of value in an AI-augmented workplace.

The final gap concerns experience-based knowledge. Skilled occupations have always depended on practice, observation and learning from experienced colleagues. Workers learn how to spot the problem that is not in the manual or recognise the sound of broken machinery.

As experienced workers retire or leave in record numbers, that practical knowledge is becoming harder to access just as it becomes more important.

This is not simply an AI skills challenge. It is an expertise challenge: young workers risk lacking old and new knowledge at the same time. How do we skill people in an era that is AI-rich but experience-poor?

Closing the triple capability gap requires three things: role-specific AI literacy; stronger human capabilities, such as communication and collaboration; and more opportunities for experienced workers to pass on institutional knowledge through effective mentoring and structured knowledge bases.

Judgment. Ethical responsibility. Practical know-how. The capabilities that pass from one generation to another.

Our research found that AI is not replacing skilled workers. It is exposing how unprepared we are to train them for the workplace of the future.

Left unaddressed, the gap risks leaving a generation behind. We could have undertrained workers in safety-critical jobs and suffer real economic damage if employers cannot find, develop and retain the people they need.

But the opportunity is significant. AI can help people learn faster, access knowledge more easily and solve problems in new ways. It can improve productivity and open new pathways into meaningful careers. That will happen only if we are intentional about how expertise is built, training evolves and human judgment remains central.

Employers, educators, policymakers, industry bodies and technology providers must work together to redesign pathways into skilled work. We need training that reflects modern workplaces, stronger links between learning and practice and better ways to capture experienced workers’ knowledge before it is lost.

The future of AI will not be determined by technology alone, but by whether people are prepared to use it well. This report is a call to widen the conversation, recognise the essential workers too often excluded from it and ensure that, as work changes, people are not left behind.

Mayors’ 16-19 budgets won’t cover apprentices

Mayors will not take control of growth and skills levy funding for apprenticeships under the government’s 16-to-19 devolution reforms, skills minister Jacqui Smith has confirmed.

Ministers are preparing to hand mayors control of 16-to-19 education budgets, including funding for classroom-based qualifications in colleges.

But yesterday, Smith told the House of Lords levy-funded apprenticeships for 16-to-18-year-olds would be excluded.

Conservative peer Lord Willetts, a former universities minister, said there was a “tide of opinion in favour of devolving funding”, but added: “This is causing some concern.”

He quoted education secretary Lucy Powell’s statement last week that “for the first time, mayors will have control of the 16-to-19 education budget”.

Willetts asked whether this included “control of the expenditure of the apprenticeship levy for 16-to-18-year-olds” and classroom-based provision.

Smith replied: “Obviously, we are still working on the details of that, but no, it does not extend to the growth and skills levy provision for apprenticeships for 16-to-18-year-olds.

“It will cover the 16-to-19 budget as it applies, for example, to post-16 qualifications, including classroom provision in colleges.”

Prime minister Andy Burnham announced the transfer of 16-to-19 funding in July.

Proposals, legislation and an implementation timetable are due in a white paper alongside the autumn budget on 28 October.

Democratic Unionist Party peer Lord Weir of Ballyholme warned that local authorities had been “quite inconsistent” in supporting young people at risk of becoming NEET who did not qualify for an education, health and care plan.

He asked how ministers would ensure “consistent and full access to pathways” regardless of where young people lived.

Smith admitted this was “one of the big challenges” of devolution. Ministers were discussing with mayors the relationship between national entitlements and local flexibility while ensuring equality of access, she said.

Further levy changes possible

Smith also hinted at further growth and skills levy reforms following Alan Milburn’s review of young people not in education, employment or training.

Her comments came a day after an FE Week investigation examined Milburn’s suggestion that the levy should face a “root and branch” review.

Conservative peer Lord Johnson of Marylebone, another former universities minister, cited a Financial Times report that Milburn was minded to recommend the levy’s abolition, and asked how the government would replace the “£4 billion or so” it raised.

Smith said Johnson knew “as well as any of us that you cannot necessarily believe everything that you read in the newspapers”.

But she added: “There may well be further changes to the growth and skills levy, but we have been clear that we want to pivot it to young people.”

Labour peer Baroness Morris of Yardley, a former education secretary, asked how ministers would deliver mounting work experience expectations for young people aged 14 and over.

She recalled the former business education partnerships, which brokered links between schools and employers.

Smith said mayoral and strategic authorities would need support “to be able to broker those links locally” for T Level placements and other work experience.

She described Morris’s ideas about brokerage support as “very important and something we are reflecting hard on”.

Levy under the lens with Milburn’s NEET review

Alan Milburn’s latest round of national newspaper interviews has put England’s apprenticeship system in the firing line.

The former Labour cabinet minister, who is close to concluding his review into young people who are not in education, employment or training (NEET), has suggested that his final report could recommend subjecting the £4 billion-a-year levy to a “root and branch” review.

The levy was supposed to expand apprenticeships, particularly among young people, while improving quality. Milburn argues that it has succeeded on the latter but failed on the former.

Young apprentice numbers have fallen sharply over the past decade, while employers have been let loose to increasingly use their levy pot to train existing staff, many of them adults.

The Financial Times said Milburn has suggested going as far as recommending scrapping the levy, after he told the outlet, “it’s just not working” for employers or young people.

Speaking on The Times’ The Business podcast, he outlined how the levy was effectively a tax that government had irresponsibly left employers to do what they like with. He argued that the apprenticeship system needed to be brought “back to its core purpose” of helping young people into jobs.

To be clear, Milburn has not been quoted directly saying he plans to recommend the abolition of the apprenticeship levy.

Such a radical proposal appears unlikely considering it would essentially constitute a large tax cut for big employers and leave the government with a significant financial hole to fill.

But he is clearly preparing to recommend significant changes to the apprenticeship system.

‘A tax, not a levy’

A more likely outcome is Milburn will urge the government to take a much more direct approach to how employers can use apprenticeship funding.

Simon Field, a skills policy expert who previously led the OECD’s work on technical education systems, said the levy was initially conceived like skills levies in other countries where employers’ contributions are collected into a ring-fenced training budget.

But it was implemented as an employment tax, with a separately determined apprenticeship budget.

The system was made to look like a levy by giving large employers notional digital “pots” from which they could pay for apprenticeships. But most non-levy-paying employers contribute little or nothing directly towards apprenticeship funding.

Field said the levy pot arrangement has become an “embarrassingly diminutive fig-leaf disguising the reality of the levy as a tax”.

He called for the government to accept that the levy is a tax and to stop giving employers the expectation that they should determine how the money is spent.

Milburn’s interim NEET report showed how the levy had been disproportionately used to fund higher-level apprenticeships for older, existing employees, with the number of higher-level apprenticeship starts increasing from just over 2,000 in 2010-11 to more than 140,000 in 2024-25.

Apprenticeship starts for under-19s fell from around 130,000 in 2014-15 to around 75,000 in 2024-25, while the share of starts going to those under 25 has fallen from over 57 per cent to just under 49 per cent.

The levy also coincides with a sharp decline in apprenticeship starts at small and medium-sized enterprises.

“The entry-level provision that matters most for young people outside work has been hollowed out,” Milburn’s interim report said.

Experts argue that this is partly a consequence of giving levy-paying employers too much freedom over how apprenticeship funding is spent.

Milburn told The Times: “What employers have done, quite rationally, individually, but irrationally when it adds up collectively, is they’ve used that a lot for adult in-work training.”

Existing older employees are typically put on higher-level apprenticeships which are more expensive to deliver than entry-level courses. This has led to the apprenticeship budget released by the Treasury being fully spent in recent years.

‘Tougher choices’

Milburn told The Times that “part of the problem” with the apprenticeship system is that “there hasn’t been government direction”.

“They’ve imposed a tax, and they’ve said guys, over to you,” he explained. “If you look at other comparable countries, public policy plays quite a big part in saying actually, this is what we want this levy to be used for, and here we’ve absented ourselves from that. I think that has been a huge mistake with massive consequences.”

The current government appears to have recognised this and begun to act.

Since Labour came into power in 2024, ministers have restricted level 7 apprenticeships to people aged 21 and below, and have defunded 16 standards – including popular management courses – that are mostly taken by older workers.

Meanwhile, Labour transformed what was the apprenticeship levy into the growth and skills levy, allowing employers to use funding for short apprenticeship unit courses and foundation apprenticeships aimed at preparing young people for full apprenticeships.

Apprenticeship training for eligible under-25s is now fully funded, and hiring payments worth up to £8,000 are on offer for employers taking on young apprentices.

But could the government realistically move to a more prescriptive apprenticeship system, telling employers more directly what they can spend their levy contributions on?

Stephen Evans, CEO of Learning and Work Institute, said ministers will need to make “tougher choices”.

“Funding apprenticeships via the levy could have meant more skin in the game, and hence greater engagement, from large employers,” he said. “But combined with an expansion of apprenticeships to higher levels and older age groups, it’s meant sharp falls in apprenticeships for young people.”

Employers now see the money as “theirs”, Evans said, making it harder for the government to change the rules controlling its use.

“Real change – to the type of apprentices, the number of apprentices, or employers’ training investment behaviour – will involve some tougher choices,” he added.

Possible levers

It is worth remembering that skills minister Jacqui Smith refused to rule out further restrictions that shift apprenticeship funding towards young people, warning it is “not the end of the road” for reform during the Association of Employment and Learning Providers’ conference in June.

AELP chief executive Ben Rowland said the levy had brought “many more employers into the apprenticeship system, including businesses that previously offered few or no apprenticeships”, and created a valuable sense of ownership.

Rather than dismantling the levy, he suggested using funding bands and incentives to create more opportunities for younger apprentices.

Government could co-fund provision for older adults, increase funding bands for standards that attract younger apprentices, or develop apprenticeship units to equip junior managers to support young people who are NEET.

Field believes the government should go further and rule that the apprenticeships budget should only be available to fund apprenticeships for young people and at levels 2 and 3.

Back of the NEET

Milburn has looked overseas for inspiration on how to reduce the UK’s NEET rate, which stands at around one million young people.

He spent last week visiting the Netherlands – which boasts the lowest NEET rate across Europe – with former England football manager Gareth Southgate.

Milburn described the country as “a living example of how work beats welfare”.

“What they’ve done is they’ve got a mentality about work, and they have got institutions that make sure that work is the primary objective,” he said.

But a Resolution Foundation report published in April found that the UK’s high NEET rate was more closely associated with lower education participation than with health or job availability.

In 2024, 43 per cent of UK 18-to-24-year-olds were in education, compared with an OECD average of 53 per cent.

Among 23 OECD countries with lower NEET rates than the UK, all but two achieved this largely through having more young people in education or combining education and work.

The UK also has a weaker vocational education offer. In 2024, 22 per cent of 18 to 21-year-olds were on vocational courses, compared with 35 per cent across the Netherlands, Denmark and Germany.

The Resolution Foundation concluded that keeping young people in education for longer is more important for tackling NEET rates than simply creating more work.

It called for better enforcement of the mandatory participation age for 16 and 17-year-olds, improved vocational pathways and at least two-thirds of growth and skills levy funding to be restricted to under-25s.

Field said the key difference between apprenticeships in the UK and other countries is not necessarily that governments exercise greater control over employers, like Milburn suggested.

Instead, youth apprenticeships are built into the design of vocational education systems.

In many continental European countries, off-the-job training for apprentices is a “non-issue” because it is integrated and funded through vocational upper-secondary schools.

“This funding is as automatic and uncontroversial as funding the equivalent of A Levels,” Field said. “None of this is very applicable to older incumbent workers.”

Alison Wolf, a former Number 10 skills policy adviser, also disputed the idea that governments are more involved in successful European apprenticeship systems.

England’s system is already “highly centralised”, she said. The difference is that government involvement elsewhere is often local, or systems are steered by institutions such as chambers of commerce.

Wolf has previously proposed ring-fencing part of the levy for 16 to 21-year-olds, and reducing the proportion of training costs covered by government for apprentices aged 25 and over.

She has also argued for local administration of apprenticeships, with funding distributed to mayoral combined authorities to respond to local skills needs.

Release the top slice

Other suggestions to increase funding for youth apprenticeships include matching the apprenticeship budget to levy receipts and making more employers pay into the system.

Since 2017, employers with a payroll bill of over £3 million pay 0.5 per cent of their total annual salary bill into a digital account. Unspent funding from levy-payers is used to subsidise apprenticeship training costs for small and medium-sized employers.

Employer levy contributions are forecast to generate £4.5 billion in 2026-27. Of this, around £500 million will be allocated to the devolved nations. Combined with England’s £3.3 billion apprenticeship budget, this leaves an estimated £700 million kept by the Treasury.

Levy contributions are expected to rise to £4.7 billion in 2027-28 and then to £4.8 billion in 2028-29. If the DWP’s apprenticeship spending estimates are accurate, the Treasury top-slice will increase to £1 billion and £1.14 billion respectively.

The Fabian Society has called for the Treasury to stop retaining its near-20 per cent share of apprenticeship levy income. It found that £2.3 billion raised through the levy was retained by the Treasury between 2017-18 and 2024-25.

It also proposed lowering the levy threshold from companies with payrolls above £3 million to £1 million, while increasing the contribution rate for large employers from 0.5 to 0.7 per cent.

Hannah Larsen, policy officer at the British Chambers of Commerce, said employers “are clear” that the growth and skills levy isn’t working, but warned that the skills system is “already too complex; adding further conditions and restrictions risks creating more barriers rather than more opportunities”.

She added: “Almost £1 billion a year is contributed by businesses to the levy which is not spent on apprenticeships. If we want to turbocharge our skills system, then the levy’s full value must go on training.”

A Department for Work and Pensions spokesperson said the government is “already pivoting the apprenticeship system towards the next generation”, and it will respond to Milburn’s full report when it is published later this year.

Tougher one-third success rule for ASF programme

At least one third of learners must secure new or better jobs after rules were toughened up for a new £35 million adult skills programme.

The Greater London Authority (GLA) has raised the achievement bar from 20 per cent to 35 per cent for its latest London Talent Pathways programme, which is delivered mostly by independent training providers.

The move is part of a growing drive from government and devolved authorities to ensure publicly funded adult education is worth the investment.

Providers told FE Week the greater focus on employment was welcome, alongside changes that widen the salary range of jobs triggering incentive payments, and the inclusion of zero-hours work for the first time.

Nishan Rajput, head of skills and employment at Big Creative Education, said London Talent Pathways was “much stricter” on job outcomes than its predecessor, Jobs and Skills for Londoners, which ran from 2023 until this year.

But he said the target appeared “achievable” based on his organisation’s past performance and changes to payments.

The GLA has introduced a two-tier system that replaces a single £400 payment for learners securing a job paying at least the London living wage.

Providers will receive £500 if a learner secures ‘good work’ paying at least the London living wage, or £300 for ‘other work’ paying above the national minimum wage.

Rajput said: “The change provides greater flexibility around the types of employment outcomes that can be recognised.”

Qualifying jobs must now last at least 12 consecutive weeks, up from four, while zero-hours contracts will qualify if the learner “explicitly consents”.

‘Sensible and pragmatic’

The £35 million-a-year London Talent Pathways programme, which began last month, will focus on getting learners from groups including ethnic minorities, people with disabilities and older people into jobs in London’s seven priority growth industries.

Funding was competitively awarded to 55 ITPs, local authorities and colleges, with allocations of up to £1.2 million. The programme is worth about 10 per cent of the GLA’s £336 million Adult Skills Fund (ASF) budget this year.

The GLA distributes about £288 million to London’s colleges and local authorities through grants. It judges their performance against delivery plans that measure participation and economic and social outcomes.

London Talent Pathways aims to train 17,690 learners, with a target of 6,210 moving from unemployment into work or securing a new or better-paid role.

The GLA’s previous Jobs and Skills for Londoners programme paid out £1 million of the £2.6 million available for job outcomes in 2024-25, representing about 2,500 learners.

But its Mayor’s Skills Academies programme paid just £142,000 from an available £5.4 million across the four years it was offered.

FE Week previously revealed that providers “baulked” at the paperwork and found the salary threshold was too high.

Richard Goodwin, group chief executive at JGA Group, said the two salary tiers were “a sensible innovation” that reflected the realities of the labour market while incentivising providers to “do their best” for learners.

He added: “So long as the training provider is doing good work and making all reasonable efforts to live up to commitments, then the GLA is content.

“But the provider can’t shirk and can’t be seen to have tried to pull the wool over their [GLA’s] eyes at the tender stage.

“If employment outcomes aren’t achieved, then funding related to those outcomes clearly can’t be drawn down, and longer term this will probably impact the overall allocation.

“Providers do have to take on board that the world has changed – skills and employability have become more integrated and will continue to be so.”

Targets and incentives trend

The system of job outcome payments to training providers has grown since devolution, with at least five authorities with control over adult skills now offering extra incentives for getting learners into work.

FE Week understands some commissioners write key performance indicators into contracts, while others set out expectations during contract management meetings.

The West Midlands Combined Authority (WMCA) pays £150 when a learner starts work and £400 after 13 weeks through three programmes. One programme also offers a £500 incentive payment to employers.

For its ‘construction gateway’, WMCA has a target of 65 per cent of learners who complete the programme moving into employment for 13 weeks.

Its ‘into-employment programme’ offers payments when a learner secures continuous employment of at least 7.5 hours a week, related directly to skills acquired on the course, for at least four weeks.

Temporary assignments lasting less than four weeks can qualify if there is confirmation that further assignments will follow.

The authority, which has the second largest adult skills budget in England after the GLA, also offers a £400 ‘path 2 apprenticeships’ payment to providers for each ASF learner who progresses to an apprenticeship.

West Yorkshire’s non-ASF Skills Connect programme, where courses were worth between £1,050 and £4,500, linked 30 per cent of funding to “positive career progression”, including a promotion, new job or pay rise.

Liverpool City Region offers £300 for unemployed or economically inactive learners on pre-employment or sector-based work academy programmes at level 2 or below who secure work lasting more than four consecutive weeks. Zero-hours contracts are excluded.

South Yorkshire’s sector-based work academy programme, running since 2021, offers up to £250 for learners who stay in work for 13 weeks after completing training, with no criteria about salary levels or contract types.

Cambridgeshire and Peterborough has offered £100 when a learner starts work and £250 after 13 weeks since 2024-25, alongside £400 payments for employment resulting from ASF-funded HGV courses.