Search Results

Higher technical education (HTE) in England is post-18 education aligned to technical routes, such as accounting, engineering, management or laboratory science. There is clear and growing employer demand for the skills that HTE provides, and there are good economic outcomes for students completing higher technical courses. Despite this participation is low compared to other levels of education and many of England's international competitors. To address these issues and reform classroom-based HTE in England, the Department for Education (DfE) held an online consultation from July-September 2019 to hear views on plans to: (1) create a new system to make it clearer which higher technical qualifications provide the skills employers want; (2) work with the Office for Students (the independent higher education regulator) to recognise and develop high-quality provision of higher technical education; and (3) make higher technical education a more positive and popular choice by raising awareness and understanding of it among potential students and employers.

This document provides the Government response to the consultation and outlines the steps it intends to put into action. From September 2022 there will be high quality, nationally recognised approved higher technical qualifications (approved HTQs) that meet employer needs and are clearly signalled to learners and employers. This will be implemented through a new national scheme to approve level 4-5 qualifications that provide the knowledge, skills, and behaviours that employers need and that signal clear technical competence and skills. The scheme will be led by the Institute for Apprenticeships and Technical Education with employers at the heart of the approvals process. Awarding bodies will need to be regulated by either Ofqual or the Office for Students (OfS) to have their qualifications approved by the Institute.

Edited excerpts from publication. Show less

This review is an opportunity to develop a future facing qualifications system where every student can benefit. Our proposed landscape - with employers at the heart and a more consistent focus on quality - will serve all students better. We recognise the diversity of the cohort studying at level 2 and below. Individuals who take these qualifications will have very different backgrounds, achievements, needs, aspirations and motivations. It is more important than ever that these students can benefit from high-quality provision that gives them the skills and knowledge they need to unlock their potential and benefit from great progression opportunities.

In 2020, we published a call for evidence to inform proposals on how we reform post-16 study and qualifications at level 2 and below. The call for evidence gathered 371 responses from a range of stakeholders with an interest in this area. We received responses from further education (FE) colleges, schools, adult/community learning providers, charitable organisations, employers, sector representative organisations, trade unions and awarding bodies. Respondents provided evidence of effective programmes that support progression into further education, employment and training. This consultation represents the government's response to the call for evidence. It sets out our proposals for qualifications and study at level 2 and below in the future (we refer to this as the level 2 and below landscape). We also publish our response to the consultation on level 2 digital skills qualifications in this publication.

Edited excerpts from publication. Show less

Higher education (HE) is fundamentally important to individuals, society, and the economy. Studying in HE can equip graduates with the skills, knowledge, and a grounding in the experience they will need to succeed later on in life. A review of Post-18 Education and Funding was announced in February 2018 and an Independent Panel, chaired by Sir Philip Augar, prepared a report for the review, published in May 2019 [available in VOCEDplus at TD/TNC 136.666]. The UK Government is now publishing a policy statement and consultation which builds upon the HE recommendations of that report, outlining further reforms to the way in which the sector operates and is funded. A consultation on the Lifelong Loan Entitlement (LLE) is also being published.

The policy statement sets out a series of announcements relating to HE funding and finance including significant additional investment in the HE system and measures aimed at rebalancing the system to ensure sustainability and value. The consultation outlines further reforms to the funding and finance system which may be taken forward to supplement those measures already decided and announced in the policy statement. These measures are aimed at delivering better value for money for students and taxpayers investing in HE, while improving outcomes and access for all students, particularly those from underrepresented or disadvantaged groups. Part 1 covers the impacts of changes to the HE funding and finance system. Part 2 covers impacts potentially arising from proposed higher education reforms which include student number controls, minimum eligibility requirements and foundation years.

Excerpts from publication and publisher's website. Show less

The UK government has published this consultation in response to the ‘Richard review of apprenticeships’, published in November 2012. It sets out the government’s long term vision for apprenticeships, together with proposals for achieving this. The review looked at how apprenticeships in England can meet the needs of the changing economy. This government response accepts the review’s assessment of the challenges and opportunities to come and endorses its recommendations for reform, in particular to: place control of apprenticeships more firmly in the hands of employers; and ensure that all apprenticeships are rigorous and responsive to employers’ needs. The government’s response also launches a consultation on the practical steps needed to turn this vision into reality. The government invites contributions from those interested in the future of apprenticeships by 22 May 2013. These will be considered and used to inform the government’s future approach and implementation plan in 2013.

Excerpts from publication. Show less

The UK Department of Education’s Green Paper made wide-ranging proposals to respond to the frustrations of children and young people, their families and the professionals who work with them. It set out for consultation plans for radically reforming the current system for identifying, assessing and supporting children and young people who are disabled or have [special educational needs] SEN and their families. The government has committed to introduce by 2014: (1) a single assessment process which is more streamlined, better involves children, young people and families and is completed quickly; (2) an Education, Health and Care Plan which brings services together and is focused on improving outcomes; and (3) an offer of a personal budget for families with an Education, Health and Care Plan. This report responds to the consultation, sets out the progress made and next steps in taking forward the plans, through legislation and in other ways.

Abstract from publisher’s website. Show less

This strategy is the government's plan for raising the quality of careers provision in England. The strategy sets out a long-term plan to boost national productivity and the earning power of people throughout the country, so every person, no matter what their background is able to build a rewarding career. This document explains how the government will bring together all the different elements of our careers system to deliver significant improvements for people of all ages. High-quality education, information, advice and guidance should help people to: (1) understand their options and different paths to work, to plan the steps they need to take, and to get from where they are to where they want to go; (2) be inspired about new opportunities they might not have known about (or that might not exist yet), or thought they could not achieve; (3) understand their own knowledge and skills and how they can be used in the workplace; (4) get, hold and progress in a job, whatever their age, ability or background; (5) increase the amount they earn across their working lives; and (6) improve their well-being through doing a job they are good at and enjoy.

The vision is focussed on four aspirations: (1) Inspiring encounters with further and higher education, and with employers and workplaces; (2) Excellent advice and guidance programmes; (3) Support and guidance tailored to individual needs; and (4) Using data and technology to help everyone make choices and careers.

Edited excerpts from publication. Show less

Four years ago the Secretary of State for Education commissioned Professor Alison Wolf of King's College London to carry out an independent review of vocational education. Professor Wolf was asked to consider how vocational education for 14 to 19-year-olds could be improved to enable successful progression into the labour market, higher level education and training routes. She was also asked to provide practical recommendations to help inform future policy direction, taking into account current financial constraints. This is the final of three progress reports detailing the action taken by the Government on each of Professor Wolf's 27 recommendations. Overall, of the 27 recommendations set out in the report 20 have been implemented in full, 6 are still in the process of being implemented. One recommendation was implemented in part.

Excerpt from publication. Show less

Apprenticeships play a vital part in the skills agenda of our country; they help employers to recruit the right people and they help individuals to develop the right skills. The Department for Education (DfE) is accountable to Parliament for the apprenticeship budget and we have a duty to safeguard and manage apprenticeship funding in line with the principles set out in Managing Public Money; this includes achieving value for money for the taxpayer. To be sure that the apprenticeship budget is being used in the most appropriate way, and to support the Institute for Apprenticeships and Technical Education (IfATE) in their development of a new funding model for the programme, we committed to undertake a review of the eligible and ineligible costs of apprenticeship training.

The consultation, which included 89 questions against 49 cost areas, was sent to 642 invitees on 10 December 2020 and was open for four weeks. For each area, we defined the cost area and outlined our existing rationale for either allowing, or not allowing, the specific cost area to be included in the price of training and on-programme assessment that is agreed between a main provider and an employer. We asked respondents for their view of whether apprenticeship funding should fund this cost area. We received 78 responses (12 per cent return), from main providers, provider representative organisations, employer-providers and employers, which gave us almost 7,000 pieces of feedback to consider.

In the consultation we asked if the current approach, of having a list of eligible costs and a list of ineligible costs, was the right one, or whether there was an alternative approach that would equally safeguard how apprenticeship funding was used. Respondents were broadly in support of our current approach. Those in favour felt the two lists help to ensure transparency and help to protect the apprenticeship budget from being used inappropriately. Some respondents asked for the information against each cost area to be more detailed, with additional examples where possible. Those against the current approach felt that the lists were not required and that main providers should be trusted to use apprenticeship funding appropriately. We can confirm that we will continue to use an eligible costs list and an ineligible costs list in the apprenticeship funding rules, to provide clarity, transparency, and to safeguard and manage apprenticeship funding in line with the principles set out in Managing Public Money. These lists will be used by IfATE to assess the typical costs of delivery and to make funding band recommendations for apprenticeship standards. As a result of the feedback received in the consultation, we will make the information in both lists clearer and will provide additional examples, where appropriate.

Edited excerpts from publication. Show less

This guide provides a high-level overview of the post-16 qualifications landscape from 2025 onwards, including: (1) changes to the funding approval process and criteria; (2) the subjects that will be considered for funding; and (3) the implications for the availability of qualifications for teaching in England. It is primarily aimed at providers of further education and other interested stakeholders. This document was updated in April 2023 to include additional information on the funding approval process and criteria for level 2 technical qualifications which will be approved for first teaching in September 2025. The document was further updated in October 2023 to include information on how the reforms to post-16 qualifications at level 3 and below fit with the government's longer-term ambition for the introduction of the Advanced British Standard.

Edited excerpts from publication. Show less

The Secretary of State for Education commissioned Professor Alison Wolf of King's College London to carry out an independent review of vocational education. She was asked to consider how vocational education for 14- to 19-year-olds can be improved in order to promote successful progression into the labour market and into higher level education and training routes. She was also asked to provide practical recommendations to help inform future policy direction, taking into account current financial constraints. This document sets out the Government's response to Professor Wolf's recommendations. They accept all of them, and what follows sets out how the recommendations will be taken forward. Rather than simply take each recommendation in turn, it considers her report thematically and sets out how the Government will implement not just the letter but the spirit of the report, transforming the quality of vocational education for young people in this country.

Excerpt from DfE website. Show less