Teaching digital skills is vital given the risks teenagers face

In today’s tech-driven world, digital skills are just as important as knowing your ABCs and 123s.

Consider booking a GP appointment, registering to vote, researching information for an assignment or just communicating with teachers and peers – all these tasks now require a certain level of digital competence. Even leisure activities, like gaming and social media, demand an understanding of online safety, privacy settings and responsible digital interactions.

Those who struggle to access or use online platforms risk missing out on educational opportunities, jobs and essential services.

Moreover, a lack of efficiency in performing these tasks can be equally, if not more, problematic. Beyond simple functionality, the risks associated with an unsafe or uninformed digital presence are high. Mismanaging privacy settings, engaging with harmful content or falling victim to scams can have long-term consequences.

Despite all this, digital skills are still not treated as a core competency in education. While reading, writing and numeracy remain pillars of the school curriculum, digital literacy remains overlooked in many cases, leaving a gap in essential life skills.

Consequences of the digital divide

NCFE’s recent No One Left Offline report demonstrates the urgent need to treat digital knowledge as a core skill, right alongside English and maths. One in five respondents did not have the essential digital skills needed to fully engage with today’s digital world. The detail is revealing.

Typically, older people are assumed to be the ones lacking in digital skills. However, the report discovered 50 per cent of under-19s did not have the basic digital skills required to navigate modern life, compared to just 25 per cent of those aged over 60.

Almost half of under-19 respondents were not working at a basic level when it came to “being safe and responsible online”.

This is a major concern in an era where cyberbullying, misinformation and online exploitation are prevalent. Without the ability to critically assess online interactions and protect their personal information, young people are at risk of identity theft, online harassment and scams.

The Netflix show Adolescence highlighted the dangers of social media in graphic detail, sparking a nationwide debate.

Inadequate digital communication skills also cause problems. Many young people struggle with professional email etiquette, navigating online job applications and using digital collaboration tools – all of which are now crucial for both education and employment.

Without these abilities, they risk missing out on job opportunities and struggle to adapt to modern workplaces, where digital communication is often the primary mode of interaction.

And as digital banking and e-commerce become the norm, an inability to recognise secure payment gateways, protect personal banking information or detect fraudulent schemes can have devastating financial consequences, with around £11.4 billion being lost to scams in 2024 alone.

What can we do?

So why are we not providing young people in education with these essential digital skills?

If we insist on the ability to communicate by doing a GCSE English as a mandatory choice, why is the ability to communicate safely online not treated as a must-have too?

It may be a while before change hits the school curriculum, but at FE colleges change can start straight away. Joining college from school is a daunting transition, bringing more independent living and learning. A good induction programme is essential to engage the student.

Embedding digital skills within these programmes ensures students can access all the tools, support and information they need throughout their time in study. We can offer training in these skills – or a refresher on them – upfront.

The government’s digital skills inclusion plan is another piece of the puzzle. This aims to help those who are most left out of the digital world, such as older people and those in low-income households.

But aspirations to embed AI to improve productivity will fail if people do not have the essential digital skills in the first place.

A Select Committee on Digital Skills report in 2015 said digital literacy should be given equal weight to numeracy and literacy. Despite a decade of digital change since then, we are still awaiting action.

How we went from ‘inadequate’ to ‘good’ in 19 demanding months

In February 2023, we received the devastating news that Croydon College and Coulsdon Sixth Form College had been graded ‘inadequate’ by Ofsted. Nineteen months later, we had turned it around to a ‘good’ rating in what we believe was record time for a college.

But it took a huge effort from everyone to make such significant changes at speed, and we learned a lot along the way.

It was my job to lead staff and students through adversity, but I couldn’t do it alone. We asked staff to lead on various parts of the improvement plan.

We set up task groups to work on strategies improving areas such as attendance, tutorials and work experience. We had the talent, expertise and knowledge to develop the solutions and our passionate, committed staff really wanted to be involved.

Management consistency

Many issues stemmed from lack of consistency in how staff were being managed and how staff in turn were managing students. Systems to monitor student progress were not used properly and there was irregular management oversight of staff performance. Expectations were not consistently high. 

We had to ensure high expectations were set throughout the college and action was taken when these expectations were not met. We provided coaching and training to managers to help them improve standards and get them excited about their jobs again. 

The rapid and transformational impact of good management on previously underperforming areas was incredible, raising the morale and motivation of both staff and students. We could see the impact on student engagement almost immediately. 

Your people are your superpower

We knew that in some areas, staff didn’t feel supported or valued which meant they had lost some of the love for the job. We worked hard to create an environment where teachers wanted to be better and understood how they could develop and make sure all learners were getting the best experience.

We ensured our policies and expectations were clear, and increased staff development with a focus on consistently high standards of teaching and learning.

We also ensured there was support and/or management action where standards were not being met. It’s all about how you engage and harness that combined wealth of experience and passion to make improvements.

Personal resilience

There were many lessons I learned about myself personally and as a leader.

From the minute we received the ‘inadequate’ grading until the outcome of the next inspection, my competence and capability were questioned so often that I questioned it daily myself. The scrutiny and pressure had a massive impact on my life.

Everyone will have their own ways to cope but whatever they are, you have to take care of your own wellbeing as a leader. You need to be you on your best day, even when you don’t feel like it, constantly encouraging people and demonstrating that you believe in them.

You need the belief and resilience to keep going. Seek support wherever you can get it and find something that can relieve your stress. 

Accept that it isn’t going to be easy, no matter how optimistic you feel at the time. Anyone leading through such moments needs to find out where their support is and who they can talk to. Dealing with the initial poor inspection outcome was only the first in a series of significant leadership challenges during the period of intervention.

It’s important to remember you can turn it around and to stay focused on that, or you simply can’t keep going. Hold tight to your vision of success in the darkest hours. Your staff are the solution.

A clear vision and plan to get there

The final lesson was about having a clear plan on how to achieve that vision of success.  When I had doubts, I went back to the plan and kept reviewing our impact.

If something was not working or moving too slowly, I would find new solutions. Look for every little bit of evidence of impact and improvement and celebrate and note achievements along your path. This fuels your resilience. 

Believe in your plan and your team’s ability to deliver it. You will get there.

Entrepreneur agrees to settlement over training provider liquidation

An entrepreneur who was being chased for £8.4 million worth of public skills funding following the collapse of his training provider has reached a secret settlement with creditors.

GB Training (UK) Ltd, run by West Midlands businessman Lawrence Barton (pictured), has been subject to multiple investigations since it closed in 2020 amid accusations of funding overclaims.

A report by liquidator Kevin Mawer, published by Companies House, revealed the Department for Education’s funding agency was seeking £4.7 million after it uncovered alleged cases of taxi drivers – who were either not employed or self-employed – on GB Training’s books listed as apprentices.

The West Midlands Combined Authority was also claiming over £1 million after it allegedly found “ineligible” funding claims for learners who said they did not undertake the courses referred to, while North East Surrey College of Technology (NESCOT), which used GB Training as a subcontractor, was seeking more than £2.6 million.

Mawer also delved into intercompany transactions and found £1.7 million had been transferred to companies controlled by Barton or members of his family, including a nightclub, four days after the firm decided to go into liquidation.

A settlement has now been reached between the parties, according to a joint statement from Barton and Mawer which said a “distribution to creditors” will be made but the terms “will remain confidential”.

Barton said he was “happy a line has been drawn under it with all the parties involved” and added that he “must stress” that the allegations of funding overclaims “were never proven and the terms of the settlement reached in no way represents an acceptance of any culpability or guilt on this matter”.

“I remain concerned about the conduct of the investigation, the devastating impact it had on the company which I had worked more than 20 years to create and the loss of jobs and services to learners that ensued,” Barton added.

FE Week requested an interview with Barton to address the specific allegations made in the liquidators’ report, but he declined.

Mawer said: “I am pleased to have reached an agreement which will result in creditors recovering some of their claims.”

Barton is now the festival director of Birmingham Pride and has held roles including leadership commissioner for the West Midlands Combined Authority and board director of Birmingham Southside Business Improvement District, a community regeneration initiative.

He was appointed to be a deputy lieutenant of the West Midlands in March 2020.

GB Training traded for 20 years and trained thousands of apprentices and adult learners until its closure in 2020. Around 70 jobs were lost.

Barton said: “I’m now looking forward to continuing my community and business activities and to making a success of the new venues re-opening next month and continuing to drive forward the Birmingham nighttime economy.”

Level 7 apprenticeship age restrictions are ridiculous barrier to growth

The apprenticeship sector has waited with bated breath since Labour’s conference in September, when plans were announced to restrict employers’ use of levy funds on level 7 apprenticeships.

Back then I described the decision as “retrograde” and assumed all level 7 apprenticeships would be axed – or at the very least the cutting of public subsidy would be “pretty widespread”.

Last week, education secretary Bridget Phillipson gave the first proper indication of what the level 7 decision will mean after many months of lobbying.

Having rolled back from removing levy funding with no exemptions, she is making an exception for young people who start a programme when aged 16 to 21. I am now amending my opinion to describe the situation as both retrograde and ridiculous.

There will be no 16 and 17 year olds qualified to undertake a level 7 apprenticeship, and a very small number of 18 to 21 year olds.

The suggestion is daft and somewhat disingenuous

The suggestion from government is daft and somewhat disingenuous. Should an age restriction be necessary, a more appropriate starting point would be for those aged 18 and, if the argument for an all-age, all-level apprenticeship programme is now lost (regrettably), include (at the very least) 19 to 25 year olds.

Leaving 16 to 21 year olds as levy fundable for level 7 apprenticeship programmes will do nothing but seriously harm public sector plans to develop the skills needed.

Any NHS trust will tell you how important it is to have the right leadership and clinical skills to meet the challenges they face. They will also tell you that the level 7 apprenticeship training they have procured is making a significant and positive impact. The idea that they can pay for the vital training outside of the levy is “for the birds”, they will say.

The government’s changes mean level 7 skills gaps will remain, hampering the ability of the NHS to meet the needs of its communities. Indeed, restricting the use of level 7 apprenticeships for the key NHS roles that have been developed at that level seems entirely at odds with the government’s mission to build an NHS fit for the future.

NHS trusts will undoubtedly question why the government has raised the possibility of restricting their ability to use their apprenticeship levy to train key level 7 roles including community nurses, advanced clinical practitioners and a range of other key NHS occupations.

A question mark remains as to how the government wants apprenticeships to support the delivery of its industrial strategy and its focus on advanced manufacturing, artificial intelligence and ‘making Britain a clean energy superpower’.

Level 7 apprenticeship standards tick all those boxes, training up advanced robotics engineers, sustainability business specialists, artificial intelligence data specialists, ecologists, process automation engineers and systems engineers.

It is well understood that over 80 per cent of the 2030 workforce are already in work in 2025. Level 7 should have a key role in developing the skills of the adult workforce.

Government will not deliver its five missions or its industrial strategy by overly focusing apprenticeships on young people. It is cakeism to assume that apprenticeships can be focused on young people and entry-level roles, while at the same time maximising their contribution to the delivery of the government’s five missions.

Skills gaps and shortages exist at all levels. In an advanced economy such as ours, skills gaps and shortages at higher levels are particularly apparent.

Individuals following technical and vocational programmes do not follow a linear trajectory. Social mobility does not just happen by the age of 21, it can happen and should be supported to happen throughout an individual’s working life.

Phillipson’s decision, it would appear, is driven by political posturing and positioning. Rather than spuriously limiting level 7 funding by age, the government could have considered expanding levy parameters to raise or retain additional funding.

This would have meant more types of apprenticeships could be supported, and allowed for the levy to address vital skill shortages in the NHS and the public and private sector more widely.

Cutting apprenticeship support risks leaving a generation behind

It is imperative that young people get the support they need to pursue the career that is right for them. Initiatives to educate young people on the benefits of both higher education and further education are what is needed to achieve this, alongside tailored routes that mean they can learn and accumulate the skills they need to pursue their chosen path.

Then they can explore all the available routes, be it attending university or a vocational path, before setting off into the world with confidence.

The feedback we receive about the many skills-based programmes run by Education Development Trust shows a huge level of appreciation from the hundreds of thousands of young people who undertake them, as well as from teachers and parents.

And I’m happy to say that the Department for Education also appreciates skills-based further education programmes – providing millions of pounds of funding for a multitude of different initiatives.

The economic benefits to the UK of skills-based employment are also apparent. A 2024 report by the Learning and Work Institute found cuts to skills funding puts £20 billion of economic growth at risk.

That’s why I was surprised and disappointed to see the DfE announce it will cease funding for the Apprenticeship Support and Knowledge (ASK) programme from August this year.

ASK supports schools, special schools and colleges in England to raise awareness of apprenticeships and T Levels – offering a variety of activities to inspire learners, including mock interviews, assemblies and workshops. 

Launched in 2015, ASK has been run by various organisations, with the programme recently receiving  £3.4 million from the DfE, with £2.14 million paid last financial year and £1.27 million this year.

EDT delivers the programme across the London region, and as CEO, I have seen the positive impact of this first-hand.

It has supported more than half a million young people over the past five years and we have countless case studies of young people in London crediting the programme with transforming their lives.

Although no clear alternative has been put in place yet, the DfE’s aforementioned support for skills-based programmes means I am confident that one will be announced.

Shortages in the workforce have emerged in areas from traditional disciplines such as plumbing and carpentry, to emerging skills for the modern age, such as AI. We only need to look at current EDT programmes provided to young people to see how skills-based initiatives help to bridge this gap. 

West London Careers Hub promotes best practice in careers provision and work experience for young people – supporting institutions to educate 120,000 young people across 173 schools and colleges.

In addition, roughly 150 schools and colleges across England subscribed to our Inspiring Careers Programme and we provided careers guidance and work experience opportunities to approximately 17,000 students.

While I understand that difficult fiscal decisions must be made by the DfE, the cost of skills-based programmes is modest compared to their overall impact on the economy.

We only need to look at ASK, as well as other programmes provided by many different organisations, to see the great work undertaken to promote awareness and uptake of apprenticeships, traineeships and T Levels to students across the UK. 

That’s especially true for those from disadvantaged backgrounds, who often lack access to networks and information about vocational careers.

I look forward to continuing to work with policymakers to champion skills-based programmes and provide a path for young people to have the fulfilling and long-standing careers they deserve.

Timetables, talks and trust – how we’re getting students to show up

At Leeds College of Building, we’ve taken a determined and structured approach to improving attendance. Our strategy has been multi-layered, but one fundamental principle underpins everything: consistency.  
 
Our students thrive when they experience structure, routine and a sense of belonging, and we’ve been relentless in ensuring they get that. When students are present and ready to learn, we know they have the best chance of securing sustained employment in the construction industry.  
 
The latest Ofsted monitoring visit in February highlighted the progress we’ve made. Inspectors commended our “range of highly effective strategies to improve attendance and punctuality,” recognising our “less punitive approach” that focuses on student support and incentives.  
 
Our work with students to identify barriers – whether financial, personal, or educational – and our commitment to removing or mitigating those barriers have been crucial.

Some of our most impactful initiatives include:

Attendance strategy 

We’ve developed a standalone attendance, punctuality and engagement strategy (separate from our behaviour policy) to ensure a focused and structured approach. It provides accountability across departments, allowing staff to track attendance patterns, intervene early and provide tailored support. By embedding attendance at the heart of our culture, we reinforce the message that regular attendance is essential for success. 

Timetable adjustments 

Our students told us rigid timetables can act as a barrier to attendance, particularly for those who struggle with motivation. So we’ve strategically timetabled English and maths lessons around vocational courses so students see these essential subjects as integral to their learning rather than standalone requirements. By reducing the separation between practical and academic learning, students feel a stronger sense of relevance and purpose. 

Parental engagement 

We’ve strengthened relationships with parents and carers. From enrolment onwards, they’re informed about the importance of attendance and their role in supporting their child’s success. We provide regular updates, progress reports and attendance monitoring letters. This creates a shared responsibility for student success. 

Inclusive classroom model 

A structured and supportive learning environment is vital for student engagement, particularly for those who may have struggled in traditional educational settings. Our inclusive classroom model, embedded in our teaching and learning strategy, provides a framework that ensures consistency in classroom expectations, lesson delivery and student support. When students know what to expect and feel included in their learning journey, they are more likely to attend regularly. 

Employer involvement 

Through our guest talks, industry experiences and career development opportunities, students hear first-hand from professionals about the real-world consequences of poor attendance. These interactions not only highlight the importance of reliability but also provide students with tangible career aspirations. 

Today’s talks 

Each session begins with ‘Today’s Talks’, where attendance and time management are key discussion points. These structured conversations help students understand the long-term impact of punctuality on their reputation, employability and overall success. By integrating these discussions into daily learning, we reinforce the message that attendance is not just a college requirement but a life skill. 

Time management in tutorials 

Finally, recognising that poor attendance is often linked to organisational challenges, we’ve integrated time management lessons into the student-led tutorial programme. These sessions give students practical strategies for planning their schedules, prioritising tasks and developing a disciplined approach to their studies.

Our relentless approach is paying off. Ofsted inspectors noted that our actions led to “substantial improvements” in attendance. Over the past two years we’ve driven improvements of 3.4 per cent in overall attendance.

However, what truly matters is the impact we’ve made by working closely with students who face complex challenges and those who’ve struggled with attendance. We have countless success stories where personalised student support has helped individuals overcome barriers.

Our progressions and positive destination rates are now at an all-time high: nine in 10 of all our students have positive destinations, with over 1,200 students across provision types progressing into permanent employment – despite 66 per cent of students coming from the UK’s most deprived areas.  

We will continue to refine and enhance our approach to ensure every student here has the best chance of success. 

We’re haunted by the ghosts of failed curriculum reforms

Professor Becky Francis has some huge decisions to make as she prepares to submit her final recommendations to the education secretary, Bridget Phillipson.

Francis follows a long line of ‘independent education experts’ tasked by ministers to examine the efficacy of the national curriculum, including post-16 skills.

More recent holders of the title include Sir Mike Tomlinson, known as the “safest pair of hands in education”. He advised New Labour in 2004. Meanwhile, Baroness Alison Wolf conducted her review during the Tory-led coalition government (2010-15).

Both these curriculum reviews turned out to be poison chalices.

Tomlinson couldn’t get traditionalists in Downing Street to abolish A levels, so the then education secretary, Ed Balls, pressed ahead with implementing 14-19 diplomas that failed to gain traction.

The Wolf Review took a ‘flamethrower’ to so-called ‘non-value’ qualifications, only for the cohort of secondary pupils that came after to be worse off in attainment terms, according to the only academic study of the period.

Researchers found the reforms led to a fall in the percentage of pupils achieving Level 2 of the national qualifications framework (5 or more A*-C grades at GCSE or equivalent), from 72 per cent in both 2012 and 2013 to 61 per cent in 2014.

In other words, these reforms achieved the opposite of what they were supposed to.

That’s why this latest curriculum review must make the case based on first principles. Not political gerrymandering or some wishful thinking about ‘parity of esteem’.

T level policy is a case in point. Since Lord Sainsbury completed his review in 2016, this political chameleon and multi-party donor has been on manoeuvres to secure his backward vision of upper-secondary education.

Sainsbury makes no secret of his agenda in his book, Windows of Opportunity. He dislikes awarding bodies’ independence, competition between providers, and student qualification choices; hence, the Department for Education owns T levels.

The segregated upper secondary curriculum whereby students are forced to make a binary choice between A levels and T levels was all his idea. As the Protect Student Choice campaign demonstrated in opposition to the abolition of BTECs, it’s the old class politics of the 1944 Education Act all over again. Instead of pupils divided at 11 between academic and technical ability, this new form of education apartheid is enforced at age 16.

Today’s youth cohort is made to choose between A levels and T levels – they can’t combine both.

Fundamentally, this is why T levels are doomed to fail. Young people and their working-class parents are not stupid. They can see when a liberal elite is trying to pigeonhole their offspring into two different brain types: the grammar track for the academically minded and the occupational track for those more ‘practical’ in their dispositions.

As a professor of education, Becky Francis will know that this was the same position taken by the Norwood Committee in 1943. After the war, it led to the discredited 11-plus examinations and segregated secondary education.

The Labour titan of 1960s education, Anthony Crosland, famously got rid of this socially divisive system by issuing his 10/65 Circular, introducing comprehensive schools.

That’s why T levels are so stuck in the past. They are premised on perpetuating class divisions instead of the powerful and progressive idea that all our young people, regardless of background, should benefit from a good comprehensive education until the compulsory leaving age.

Eighteen is effectively the school-leaving age in England. The government should set a high bar for all learners until this age, not divide them like sheep and goats.

Denying teenagers the choice of combining A levels with vocational options is nothing more than class prejudice masquerading as progress.

If Bridget Phillipson wants to go down in history as a transformative secretary of state, she must ensure her curriculum review ends the hard-wired unfairness of T levels, embracing diversity and choice for young people instead.

Beyond numbers: What supervisors really think about apprenticeships

While government efforts to simplify and grow apprenticeships remain a work in progress, the view from those managing apprentices remains encouragingly positive.

As a national business and professional apprenticeship provider, we recently undertook a survey of 256 apprentice supervisors – the people responsible for day-to-day apprentice management. It showed us where apprenticeships are providing value to organisations.

Some 70 per cent of supervisors cited the new ideas and perspectives apprentices bring to their teams, 56 per cent highlighted energy and motivation, 48 per cent welcomed the freeing up of others’ time and 46 per cent mentioned productivity. Overall, 94 per cent of supervisors felt apprentices bring value to their team.

Yet the most valuable impact for supervisors themselves – cited by 89 per cent – was the opportunity to watch someone develop and grow. It’s a reminder of the holistic benefits of apprenticeships.

The research also reveals where gaps in support lie.

Balancing softer and more practical management skills

Soft skills are considered most important to supervising apprentices effectively, with the provision of constructive feedback, building rapport and supporting wellbeing and motivationbeing highlighted by more than 90 per cent of respondents. In the last two areas, most supervisors state they are performing “very well”.

However, their self-assessed performance in other areas is weaker, particularly the more practical aspects of apprentice supervision: while more than 76 percent consider keeping apprentices on track with their apprenticeship “very important”, only 42 percent feel they do it “very well”.

Meanwhile, 87 per cent place maximum importance on allocating appropriate work, but only 58 percent are doing it “very well”. And while 94 percent emphasise the importance of providing constructive feedback, only 67 per cent feel they’re excelling at it.

Other challenges identified by supervisors included finding time to support apprentices(cited by 53 per cent) and understanding how the apprenticeship works(42 per cent). Conversely, supervisors are navigating other challenges well, such as giving apprentices off-the-job study time (80 per cent) and keeping apprentices engaged and motivated (76 per cent).

So how can supervisors and their organisations improve their skills further to ensure everyone benefits from apprenticeship programmes.

1. Creating confidence

Demonstrate a clear vision for apprentices’ roles in the organisation. Newer managers will benefit from colleagues with experience of supervising apprentices and how it differs from managing other colleagues. Training providers may be able to introduce managers to apprentice supervisors at other organisations.

2. Keeping apprentices on track

Ensure sufficient time away from work activities for apprentices’ study, either through full days of study or shorter chunks. It is difficult to catch up later, so review your apprenticeship provider’s progress reporting system and participate in the review meetings.

3. Providing effective feedback

Allocate time for apprentice feedback in the apprentice’s normal one-to-one or check-in schedule to ensure apprenticeship progress aligns with achieving full competence. Regular feedback helps address issues such as areas for improvement or getting progress back on track. Reviews with the apprenticeship provider are a chance for everyone to agree how things are going.

4. Allocating appropriate work

Provide structured activities before expanding the range and complexity of tasks. Discuss the apprenticeship standard with your provider to allow real-life exposure to the required competencies. Delegation from colleagues will enhance the variety of work and skills developed.

5. Finding and making the time

Make sure supervisors have time and resources to support their apprentice, especially at the beginning. Equally important is regular, constructive feedback from the supervisor but also a mentor, more experienced colleagues and perhaps a nominated ‘buddy’.

6. Understanding how the apprenticeship works

Understand the apprenticeship standard, training plan, end-point assessment and how the apprenticeship content meets your business needs. Choose activities to complement the standard by monitoring progress through the learning modules and with input from the apprentice’s coach.

7. Organisational support

Being an apprentice supervisor requires organisational support and time investment. Larger organisations should consider training and input from the training provider. In smaller organisations, advice from the apprenticeship coach and provider resources are useful.

The signs are strong that managers are delivering on the main components of effective apprentice supervision. But learning, development and improvement is as much for the manager as the managed. Ensuring a tangible return on an apprenticeship investment depends on it.

Colleges trial student exam records sharing app that could ‘save millions’

Around £30 million a year in admin costs could be saved with a new app for year 11 pupils that automatically shares their key information and exam results, ministers have claimed. 

Nearly 100,000 year 11 pupils in the Greater Manchester and the West Midlands combined authority areas will be the first to trial the app, called Education Record, this summer. 

Alongside receiving their GCSE results through the app in August, pupils can enrol for a college course or an apprenticeship with an employer without needing to bring physical copies of their qualifications or ID.

Education minister Stephen Morgan told FE Week the move will reduce burdens on school and college staff and was “just common sense” for learners moving to further education. 

“Far too often you hear about documents being saved in dusty old cabinets,” Morgan said.

“It just makes sense to have all that information in an app to make that transition to your next step. Hopefully, it will make a big difference.”

Using the app, pupils can share their information with a sixth form, college or training provider. This will then automatically share their unique learner number, date of birth, sex, address, GCSE results, school information, financial and learning support needs. 

A Department for Education press release claimed the digital record app could collectively save schools and colleges up to £30 million per year in admin costs if fully rolled out. 

Year 11 pupils at Hathershaw College school in Oldham have had access to the app since spring 2024. One pupil, who is hoping to progress to an engineering T Level at a local college this September, told FE Week the app was “a lot more efficient”.

“Now you get your results on GCSE day, and you have to keep your certificates safe for weeks and weeks. Whereas if it’s all on your phone, you know it’s going to be with the younger generation all the time anyway. So when you go to college, everything they ask for is on your phone already,” the student said.

In total, 487 schools, as well as colleges, in the Greater Manchester and West Midlands combined authorities have been invited to take part in the pilot, which runs until September. A decision about next steps will be made in the autumn. 

Morgan was cautious not to fully commit to a future rollout of the app while the pilot was underway, but said he was “really keen to learn lessons and think about how we can use AI and technology more broadly in the education system”.

School and college leaders welcomed the plans. 

The Association of Colleges (AoC) described the app as a “game-changer” for learners.

Catherine Sezen, director of education policy at the AoC, said: “Having all their personal data and exam results in on easy to access app will make enrolment so much smoother for them and for their college. Time and money currently spent on admin will allow colleges to offer even more comprehensive information advice and guidance on and after results days.”

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said the app was a “positive step forward” but wanted a “much more strategic vision” for education technology, including exams. 

He said: “A digital exam system would improve matters for everyone involved and we urge the government to invest in creating the infrastructure schools and colleges need to make this a reality.”