Our assessment of the new Post-16 Education and Skills White Paper
The government has published a set of wide-ranging new proposals for further and higher education.
The White Paper includes plans to introduce new technical qualifications, V Levels, and implement a more targeted, data-driven approach to plugging skills gaps in key areas.
There are also proposals to provide greater intervention and support for young people not in education or employment (NEET), and to raise annual university fees automatically, linked to inflation.
Our senior leaders have been carefully analysing each of the report’s main points to weigh up their merits and see what the implications are likely to be for our members.
Matching skills to industry
On labour market alignment, Bill Jones, our CEO Designate and Executive Principal Leeds City College, said: “A skills system that more closely connects education and employment into priority sectors is long overdue.
“Skills England’s national coordination, combined with devolved local planning, could maximise the role of skills as a genuine engine of economic growth, but only if colleges are effectively resourced to deliver and respond quickly to changing demand.”
Recruitment plans
Turning to FE teacher recruitment, he added: “Recruiting and retaining specialist FE teachers remains one of the greatest challenges facing further education.
“The proposals for professional development and industry exchange are welcome, but they must be matched by a funding settlement that allows colleges to offer competitive pay. Without tackling that gap, we risk losing the expertise that an ambitious and effective skills system depends on.”
Action on NEETs
On reducing NEET rates, group CEO Colin Booth said: “We welcome the commitment to make sure no young person is left without a place in education or training.
“But that ambition won’t be achieved unless post-16 capacity keeps pace with demand. Across Leeds and in many other cities, colleges are already at maximum capacity, and the number of 16-to-18-year-olds is still rising.
“The Youth Guarantee, the automatic allocation of college places and improved data sharing on learners at risk of becoming NEET are all positive steps forward, as is the strengthened role of secondary schools in supportive effective transitions into post-16 education. Without sustained investment into teaching space, staffing and support services, however, we risk seeing more young people left without a suitable place to learn.”
Qualification reforms and V Levels
On V Levels and qualification reform our Deputy CEO, Gemma Simmons-Blench, said: “Clarity and consistency in qualifications will help students, employers and providers alike.
“The move toward a smaller suite of high-quality Level 3 routes, including V Levels, is sensible, provided it protects progression opportunities and recognises the diverse needs of learners. Level 3 qualifications in scope for defunding should only be removed when a similarly accessible alternative is in place. Reform should simplify and enhance choice, not narrow it.”
Funding formula ‘must recognise realities’
On the review of the 16-19 funding formula, Gemma added: “A review of the 16-19 funding formula is long overdue.
“Colleges are educating record numbers of young people on funding levels that simply haven’t kept pace with inflation, pay pressures, or the growing complexity of learner needs. The current formula doesn’t reflect the higher delivery costs of technical programmes, industry placements or support for SEND learners.
“If the Government wants the post-16 education and skills system reform agenda to succeed, the updated formula must recognise the real cost of delivering high-quality education and provide the stability for greater flexibility and planning.”
More details needed on English and maths shake-up
She also had these reflections on the proposed English and maths reforms: “It’s right that the Government wants every learner to leave education with solid English and maths skills that provide the foundation for employability.
“It’s extremely positive that the Government have recognised the issues that face further education providers, but the detail behind the proposed new Level 1 qualification will be crucial. We need to understand how it will differ from existing functional skills, which learners it will be available to, what progression routes it will support, and how it will be funded and assessed.
“We also need to know whether this new qualification will be ring-fenced for post-16 students or accessible at an earlier age, as is the case with functional skills.
“Alongside these reforms, it would also be extremely beneficial for dedicated post-16 GCSE English and maths papers to be introduced, built specifically for resit students. Colleges deliver the bulk of this provision, so getting the structure and resourcing right will determine whether the reform genuinely raises attainment or simply rebrands what already exists.”
