Recommendations & Conclusions
12 items
1
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
On the basis of a report by the Comptroller and Auditor General, we took evidence from the Department for Education (DfE) and the Department for Business, Energy & Industrial Strategy (BEIS) on government’s approach to developing the skills of the workforce in England.1
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On the basis of a report by the Comptroller and Auditor General, we took evidence from the Department for Education (DfE) and the Department for Business, Energy & Industrial Strategy (BEIS) on government’s approach to developing the skills of the workforce in England.1
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Government response AI summary
The government acknowledges the Committee's report and its evidence from DfE and BEIS on developing workforce skills.
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HM Treasury
12
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
Overall, the FE Skills Index fell from 100 in 2012/13 to 54 in 2020/21, a decrease of 46%, which means that the FE system was estimated as having a declining impact on productivity over the period. However, in 2020/21, the annual change in the Index was a rise of 7%. …
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Overall, the FE Skills Index fell from 100 in 2012/13 to 54 in 2020/21, a decrease of 46%, which means that the FE system was estimated as having a declining impact on productivity over the period. However, in 2020/21, the annual change in the Index was a rise of 7%. DfE analysis indicated that this increase was a result of learners shifting towards more economically valuable training, with the number of learners achieving their qualification remaining broadly flat.15
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Government response AI summary
The department advises against using the FE Skills Index as a sole indicator to measure performance, believing that stipulating an arbitrary target level of improvement for this index would not be a valuable measure of performance and could create issues about achievability.
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HM Treasury
15
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
Skills Bootcamps are courses lasting up to 16 weeks for people looking to change sectors or progress in their current industry. By April 2022, 24,500 people had started a Bootcamp.18 DfE told us that Skills Bootcamps were particularly important for those in low-paid work who are looking for opportunities to …
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Skills Bootcamps are courses lasting up to 16 weeks for people looking to change sectors or progress in their current industry. By April 2022, 24,500 people had started a Bootcamp.18 DfE told us that Skills Bootcamps were particularly important for those in low-paid work who are looking for opportunities to progress, and that DWP had been referring low-paid workers and their employers to the programme. It asserted that Skills 12 C&AG’s Report para 4.33 13 Qq 65–66, 69 14 Q 65; C&AG’s Report para 2.22 15 C&AG’s Report, paras 2.23–2.24 16 Qq 65, 69 17 C&AG’s Report, paras 4.6–4.7, Figure 15 18 C&AG’s Report, para 4.15 Developing workforce skills for a strong economy 11 Bootcamps were proving to be a popular model, which was why it had decided to scale up the programme.19 DfE also claimed that, while interventions such as Skills Bootcamps involve learners attending training for only a short time, they could still be effective in helping people to become more valuable and sought-after.20
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Government response AI summary
The government is simplifying the further education funding system and skills offer, integrating the Traineeship programme into existing provision from 1 August 2023, and simplifying the careers guidance system.
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HM Treasury
19
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
DfE’s overarching philosophy is to put employers at the heart of the skills system, specifically by giving them a central role in identifying local and national skills needs, and in developing and designing qualifications and training. New local skills improvement plans (LSIPs) are intended to provide a framework to help …
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DfE’s overarching philosophy is to put employers at the heart of the skills system, specifically by giving them a central role in identifying local and national skills needs, and in developing and designing qualifications and training. New local skills improvement plans (LSIPs) are intended to provide a framework to help colleges and other training providers tackle skills mismatches and respond to local skills needs, with a designated employer representative leading the development of the LSIP in each local area.25 DfE told us that LSIPs were intended to bring together providers, employers and others, including the local authority, to come up with a joint plan. We asked how the work of the LSIPs complemented, rather than duplicated, the work of local enterprise partnerships (LEPs) and other local authorities. DfE replied that it expected LSIPs to take inputs from these other forums and noted that the statutory nature of LSIPs gave them teeth because training providers had to have regard to the LSIPs’ findings. DfE also noted that, historically, LEPs’ success in engaging with employers often depended on who was on the LEP board.26
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Government response AI summary
The response reiterates the committee's conclusion, emphasising the importance of employers in the skills system and the role of LSIPs. There is no commitment or rejection. This is pure acknowledgement.
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HM Treasury
20
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
DfE carries out an employer skills survey every two years. These surveys indicate that the average amount per employee that employers spent on training fell, in real terms, from £1,710 in 2011 to £1,530 in 2019. The 2021 survey suggested that the COVID-19 pandemic had amplified the decline in workforce …
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DfE carries out an employer skills survey every two years. These surveys indicate that the average amount per employee that employers spent on training fell, in real terms, from £1,710 in 2011 to £1,530 in 2019. The 2021 survey suggested that the COVID-19 pandemic had amplified the decline in workforce training, especially among smaller and medium- sized businesses. It found that, overall, 52% of the total workforce had received training during the year, which was the lowest proportion since the first employer skills survey in
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Government response AI summary
The government acknowledges the decline in employer investment in training and states it is already considering the evidence base and potential options to support increased investment, particularly for SMEs.
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HM Treasury
21
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
The NAO found that government had not made clear to what extent it was seeking to influence employers to invest more in developing the skills of their own workforces.28 We asked whether there was scope for government to do more to reach out to employers who were unwilling to invest …
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The NAO found that government had not made clear to what extent it was seeking to influence employers to invest more in developing the skills of their own workforces.28 We asked whether there was scope for government to do more to reach out to employers who were unwilling to invest or uninvolved in the skills system. BEIS told us that it was most concerned about small and medium-sized enterprises (SMEs), which frequently told government that they lacked the resources to invest in workforce training, especially in recent years when they had been struggling with other external challenges. It explained that, while it was difficult for it to help SMEs with the resources to invest in training, it was hopeful that simplifying the skills system and making it more flexible would make it easier for SMEs to navigate.29
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Government response AI summary
The government acknowledges the concerns around SMEs and their investment in training and states it is already considering the evidence base and potential options to support increased investment, particularly for SMEs.
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HM Treasury
22
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
In written evidence, several organisations raised concerns about the apprenticeship levy, and suggested that reforms to the levy would improve the training opportunities available. The British Retail Consortium suggested that employers should be permitted to spend levy funds on high-quality shorter courses, including functional skills training, 25 Q 42 ; …
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In written evidence, several organisations raised concerns about the apprenticeship levy, and suggested that reforms to the levy would improve the training opportunities available. The British Retail Consortium suggested that employers should be permitted to spend levy funds on high-quality shorter courses, including functional skills training, 25 Q 42 ; C&AG’s Report, paras 3.18, 4.2 26 Qq 32, 56–58 27 C&AG’s Report, paras 2.14, 2.16 28 C&AG’s Report, para 4.12 29 Qq 48–49 14 Developing workforce skills for a strong economy where a full 12-month apprenticeship was not necessary.30 Similarly, Heathrow Airport Ltd suggested that employers should be able to spend their levy contributions on modular courses, and that levy funds should sometimes be unlocked to address time-limited labour shortages, such as the HGV driver shortage.31 City & Guilds argued that there should be a broader, more flexible skills levy, with a ringfenced commitment to apprenticeships, to better support employers and job seekers.32 DfE accepted that employers had made some reasonable requests about making sure the apprenticeship system was properly responsive to their needs. It explained that it had made some changes to make the programme more flexible – for example, by introducing flexi-job apprenticeships for industries where people often do their training through multiple employers.33 Colleges
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Government response AI summary
The government recognises the levels of participation of small and medium enterprises (SMEs) in the skills system needs to increase in order to realise the potential of government skills reforms and is making apprenticeships more flexible with new flexi-job apprenticeships, front-loaded training and accelerated apprenticeships.
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HM Treasury
23
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
In January 2021, we reported on the financial sustainability of the college sector.34 Our report emphasised that colleges play a crucial role in developing the knowledge and skills the country needs, and in reaching disadvantaged groups and deprived areas.35 In giving evidence on workforce skills, DfE told us that people …
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In January 2021, we reported on the financial sustainability of the college sector.34 Our report emphasised that colleges play a crucial role in developing the knowledge and skills the country needs, and in reaching disadvantaged groups and deprived areas.35 In giving evidence on workforce skills, DfE told us that people in FE colleges were often motivated by a mission to give opportunity to those who had not necessarily had access to it before and noted that the support that colleges provided could be life-changing for students.36
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Government response AI summary
The government will provide an additional £1.6 billion for 16-19 year olds education, uplift funding rates, increase cost weighting for specific subjects, address uneven monthly payments to colleges, and invest in direct support for the FE sector including bursaries and recruitment campaigns.
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HM Treasury
24
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
Our 2021 report also noted, however, that the financial health of the college sector had previously been, and remained, fragile and that financial pressures were affecting provision for students. These pressures had caused some colleges to narrow their curriculum and reduce the length of courses. Some colleges had significantly reduced …
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Our 2021 report also noted, however, that the financial health of the college sector had previously been, and remained, fragile and that financial pressures were affecting provision for students. These pressures had caused some colleges to narrow their curriculum and reduce the length of courses. Some colleges had significantly reduced enrichment activities for students, such as careers advice and employability activities, and some were particularly concerned about reduced mental health support for students.37 We asked DfE about the impact of funding concerns on colleges’ ability to provide the courses and skills needed. DfE told us that the 2021 Spending Review had allocated an extra £2.8 billion of funding for skills. It also said that it was looking to give colleges more funding certainty through its ongoing review of funding and accountability, and it aimed to offer investment that allowed colleges to make longer-term decisions. More specifically, DfE asserted that scaling up the T levels programme would give colleges more funding certainty.38
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Government response AI summary
The government will provide an additional £1.6 billion for 16-19 year olds education, uplift funding rates, increase cost weighting for specific subjects, address uneven monthly payments to colleges, and invest in direct support for the FE sector including bursaries and recruitment campaigns.
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HM Treasury
25
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
We asked about colleges’ ability to recruit and retain teaching staff. DfE explained that it was trying to promote teaching in the FE sector as a positive career, especially for people who were mid-career and could offer industry experience. However, it accepted that recruitment was a significant challenge, particularly because …
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We asked about colleges’ ability to recruit and retain teaching staff. DfE explained that it was trying to promote teaching in the FE sector as a positive career, especially for people who were mid-career and could offer industry experience. However, it accepted that recruitment was a significant challenge, particularly because college pay would often not compete with pay in the industries from which colleges were seeking to attract potential staff. DfE also said that it had been working with colleges to develop options for 30 DWE0008 British Retail Consortium, Developing workforce skills for a strong economy, 17 October 2022 31 DWE0011 Heathrow Airport Ltd, Developing workforce skills for a strong economy, 17 October 2022 32 DWE0009 City & Guilds, Developing workforce skills for a strong economy, 17 October 2022 33 Q 81 34 Committee of Public Accounts, Managing colleges’ financial sustainability, Thirty-Eighth Report of Session 2019–21, HC 692, 27 January 2021 35 Committee of Public Accounts, Managing colleges’ financial sustainability, section 1 para 2 36 Q 52 37 Committee of Public Accounts, Managing colleges’ financial sustainability, section 1 paras 5, 8 38 Qq 21, 23 Developing workforce skills for a strong economy 15 potential staff who wanted to teach part-time but also stay in industry part-time. It told us that such initiatives helped with funding from the college’s point of view and income from the individual’s point of view, and they also helped to ensure that the skills being taught in colleges remained current and rooted in industry practice.39 DfE’s Unit for Future Skills
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Government response AI summary
The government will provide an additional £1.6 billion for 16-19 year olds education, uplift funding rates, increase cost weighting for specific subjects, address uneven monthly payments to colleges, and invest in direct support for the FE sector including bursaries and recruitment campaigns.
Read full response →
HM Treasury
27
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
We asked how DfE could give the Unit for Future Skills a profile so that it had a meaningful impact on cross-government policy development and local design and practice. DfE stated that the key was for the Unit to produce outputs that stakeholders could easily use to inform their decisions. …
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We asked how DfE could give the Unit for Future Skills a profile so that it had a meaningful impact on cross-government policy development and local design and practice. DfE stated that the key was for the Unit to produce outputs that stakeholders could easily use to inform their decisions. It also noted that a function of the Unit’s external advisory board of sector representatives, academics and others was to act as an advocate for the work of the Unit.42
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Government response AI summary
The government acknowledges the importance of the Unit for Future Skills and its role in cross-government policy development, highlighting its growth and planned activities.
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HM Treasury
28
Conclusion
Thirtieth Report - Developing workforce…
Acknowledged
DfE told us that the Unit for Future Skills currently had 18 staff. It said that the Unit had struggled to recruit the highly skilled analysts it needed. We therefore asked whether these staffing pressures had been resolved. DfE explained that it had experienced some of the same challenges of …
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DfE told us that the Unit for Future Skills currently had 18 staff. It said that the Unit had struggled to recruit the highly skilled analysts it needed. We therefore asked whether these staffing pressures had been resolved. DfE explained that it had experienced some of the same challenges of recruiting highly skilled analysts that others had experienced, but that it was confident the Unit would achieve a full complement in time. DfE explained that the Unit was growing and that it would continue to make sure that it secured the right people.43 It asserted that the staffing shortfall was not affecting the Unit’s work and also noted that, due to the Unit’s small size, it commissioned research from academics and others as part of its work programme. DfE provided examples of the Unit’s initiatives to improve data transparency, which included publishing dashboards of career pathways and graduate outcomes. The Unit had also worked with HM Revenue & Customs to access better occupation data, which DfE will use to build its understanding of the skills needs of different employment sectors.44 39 Qq 20–21, 23 40 C&AG’s Report, paras 3.14–3.15 41 C&AG’s Report para 3.15 42 Qq 67–68, 72 43 Q 68 44 Qq 68–69, 73–74 16 Developing workforce skills for a strong economy
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Government response AI summary
The government acknowledges the staffing challenges of the Unit for Future Skills but expresses confidence that it will achieve a full complement, highlighting its growth, analytical products, and assessment by the UFS Board.
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HM Treasury