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A summary of proposals to introduce the Advanced British Standard, a new Baccalaureate-style qualification for 16 to 19 year olds. It sets out ambitious long-term proposals for a new 16 to 19 qualification which takes the best of A levels and T levels and brings them together into a single qualification. This proposal explains: what the Advanced British Standard is; why it is needed; the initial investments the government will make to support its delivery; next steps in policy development.

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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.

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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.

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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.

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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. We are clear that HE should be available to all students with the desire to pursue it and the ability to benefit from it, regardless of their background. 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]. This document builds upon the HE elements of that report. Our mission remains aligned to that of the Independent Panel. We should improve our already excellent system to ensure that HE in England is delivering even better outcomes for students, the economy and society more broadly, and is funded in such a way to support that.

The proposals being put forward in this document are informed by the findings of the Independent Panel and respond to many of the HE related recommendations raised in the [Augar] report. Part 1 of this document is a policy document setting out a clear direction for HE funding and finance. It outlines the significant additional investment the government is making in the system and the measures we are implementing to rebalance the system to help ensure sustainability and value for money for taxpayers, as well as graduates. Part 2 is a consultation on further measures that may be taken forward to supplement the policies already decided and announced in part 1. We put forward a series of proposals to supplement the changes to the funding and finance system with the aim of improving outcomes for students, doing more to ensure students are equipped with the necessary attainment to enter HE, and to level the playing field for disadvantaged students.

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This report presents experimental estimates describing different routes taken through post-16 education in England. The research focuses on a cohort of individuals who undertook GCSEs in 2004/05; it follows the cohort through post-16 learning and into the labour market using the Longitudinal Education Outcomes (LEO) Study. Educational achievement is measured at age 15 (GCSEs) and by ages 18, 23 and 25, and labour market outcomes are observed in the 2016-17 tax year.

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From September 2020 onwards, new trainee teachers are entitled to at least 3 years of evidence-based professional development and support. They will start with initial teacher training (ITT), based on the Core Content Framework (CCF), which sets out the fundamental knowledge, skills and teaching opportunities that all new entrants to the profession need. From September 2021, this will be followed by a 2-year induction underpinned by the Early Career Framework. This framework sets out what early career teachers are entitled to learn about and learn how to do when they start their careers. It underpins a new entitlement for 2 years of professional development designed to help early career teachers develop their practice, knowledge and working habits.

The Department for Education appointed an expert group to undertake a review of the ITT market in England for courses that lead to qualified teacher status (QTS). The aim of the review is to enable the provision of consistently high quality training, in line with the ITT CCF, in an effective and efficient market. Early in 2020, work began on the initial phases of this review, but these efforts were paused so that the government and ITT sector could focus on the challenges caused by the coronavirus (COVID-19) pandemic. Work has since resumed with a focus on making further improvements across the sector. The review has aimed to make well informed, evidence-based recommendations on how to make sure: (1) all trainees receive high-quality training; (2) the ITT market maintains the capacity to deliver enough trainees and is accessible to candidates; and (3) the ITT system benefits all schools.

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Apprenticeships in England are undergoing change and a new style of apprenticeship has been developed to accommodate the changing needs of employers, learners and providers. These new apprenticeships are known as 'Trailblazer' apprenticeships and they aim to give employers control in designing apprenticeships, increase the flexibility of delivery, simplify the funding system, and increase the effectiveness of training. A 'Trailblazer' is made up of a group of employers who work together to design new apprenticeship standards for occupations within their sectors. This set of resources provides guidance for groups of employers (Trailblazers) on proposing and developing a new apprenticeship standard. An apprenticeship standard shows what an apprentice will be doing and the skills they need. The guidance sets out the process and policy on: (1) applying to develop an apprenticeship standard; (2) drafting the standard and assessment plan; and (3) using a standard. Show less

The Further Education (FE) Skills Index shows how the aggregate value of the skills supplied by the FE system each year has changed over time. The index works by taking an estimate of the 'value-added' for all adult learners and apprentices in England who have successfully completed their training. The Skills Index is a key part of how we measure the productivity impact of the FE system. In line with established academic and public policy practice, we use the increase in earnings due to achieving a qualification as a measure of the impact on productivity. The Skills Index tracks the total productivity contribution of the FE system by aggregating the earnings returns for the total number of learners achieving qualifications and subsequently going into sustained employment. The Skills Index covers funded skills training for FE learners in England over the age of 19 and apprentices of all ages, and takes into account the type, level and subject area of the qualification. Training funded through the Adult Community Learning budget is not included.

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These statistical releases set out the available statistics on young people Not in Education, Employment or Training (NEET) and young people Not in Education or Training (NET) from various sources. The authoritative national estimates of NEET and NET rates are published annually in the Statistical First Release (SFR) 'Participation in Education, Training and Employment by 16-18 Year Olds in England' [available in VOCEDplus at TD/TNC 149.1035]. However, these data are only available annually, and cannot be disaggregated to sub-national levels. We can use information from the Labour Force survey (LFS) and Client Caseload Information system (CCIS) maintained by the Connexions Service to monitor NEET at a more detailed level.

Analysis of the Labour Force Survey (LFS) allows in-year estimates to be made of NEET levels and trends as well as estimates of NEET levels for other age groups, including 16-24, 18-24 and 19-24. The LFS estimates cannot be directly compared with the headline SFR series, which is based on more detailed but less timely data. Connexions Service administrative data (CCIS) allows measurement at local level and more detailed breakdowns of the NEET group to be made. However CCIS uses different definitions and relates only to those young people whose status is known to Connexions so is not directly comparable with LFS or SFR measures. The data presented covers England and is based on academic age for the LFS and SFR data series and on actual age for the CCIS regional data series. The 5 data series presented are: (1) NEET SFR series; (2) NEET quarterly LFS series; (3) CCIS data at regional level; (4) NET SFR series; and (5) NET quarterly LFS series

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