Emma Beal, CEO, Skills and Education Group

Progression into Level 3 and beyond, and into roles where skills are consistently applied in practice, is where the system demonstrates its real value. We see this in practice when learners progress from entry-level provision into sector-specific pathways that lead directly into employment, rather than moving between disconnected programmes.

Across our awarding organisations, this is evident in sectors such as hospitality and care services, where clearly defined progression routes support movement from entry and Level 1 programmes through to Level 2 and Level 3 qualifications, and into skilled and, in some cases, supervisory or specialist roles. In hospitality, this can mean progressing from operational roles into licensed retail and management positions, while in care services, pathways enable progression from Level 2 through to leading and managing in adult care.

Done well, further education and skills provision drives economic resilience and productivity. It isn’t simply a phase of learning it is a gateway to meaningful work. At its best, it operates as a connected system, not a collection of organisations.

Each year, the sector supports millions of learners across the UK, but they are not a single, uniform group. They include:

• Young people starting their journey towards a career of choice

• Learners exploring options while broadening aspirations

• Adults returning to education, balancing work, family and financial pressures

• Individuals reskilling or changing direction in response to economic change

Across academic, vocational and technical routes, the system must meet people where they are and support where they are going. However, the sector’s impact goes far beyond learners. It directly supports:

• Employers, who rely on a workforce that is competent, work-ready and adaptable

• Local economies, which depend on skills to drive growth and productivity

• Communities, where access to credible routes into work underpins inclusion and social mobility

So, while the scale of further education is significant, impact is what matters most. The real value is realised when participation becomes progression, when learners don’t just enrol, but gain the skills, confidence and recognition that genuinely change their prospects, their careers, and their wider prosperity. At its best, the sector offers something powerful, a trusted route to develop capability, confidence and contribution at any stage of life.

The growing value of vocational skills

The modern further education sector has become highly adaptable and responsive. It is central to how we respond to workforce challenges. One of the most important shifts we are seeing is a rebalancing of how vocational skills are valued. For too long in the UK, vocational and academic pathways have been framed as alternatives, with a clear and often unhelpful hierarchy. That hierarchy is becoming less relevant in a modern economy.

Increasingly, employers are clear that what matters is not where someone studied, but whether they can do the job safely and effectively. At the same time, technological change, particularly AI, is elevating the importance of human capability alongside technical skills such as judgement, communication, ethical decision-making and adaptability. In that context, vocational education is not just about preparing people for specific roles. It is about preparing them to operate confidently in real-world environments where decisions matter. The power of vocational skills extends beyond economics into credibility, identity and progression.

The role of awarding organisations in workforce readiness

At Skills and Education Group, our role through our Awarding Organisations and Access Validation Agency is to provide the frameworks, standards and assurance that the system relies on. At its best, awarding is not administrative. It is leadership and stewardship within the system. It means working closely with employers and sectors to ensure qualifications reflect real job roles, not theoretical constructs. It requires being sector-aware, responsive to skills shortages, and focused on application, not just knowledge.

In practice, this spans a wide range of sectors, including hospitality, construction, health and social care, education, and animal care, each with distinct expectations around competence and responsibility. Whether that is demonstrating safe working practices on-site in construction, applying care standards in health and social care, supporting learning in educational settings, or operating effectively in customer-facing hospitality roles, qualifications must reflect how these roles are performed in practice. In a system under pressure to move faster and widen access, our responsibility is clear – standards must remain meaningful. If they do not, their value in the labour market diminishes quickly.

High-quality assessment anchors trust, particularly for learners without networks or prior experience. It provides a credible signal of competence. If we dilute that, we don’t level the playing field. We risk tilting it further. At the same time, we must respond to how people now want to learn and work. There is a drive for unitisation, stackable learning, flexible pathways, and thoughtful digital innovation. These all have a role in reducing friction while strengthening assurance. The goal is not to make things easier. It is to make them more accessible without losing credibility. Ultimately, modern awarding sits at the centre of a set of tensions: access vs standards, speed vs assurance, innovation vs trust. Our role is not to ignore these tensions but to lead through them.

Because the future of skills depends on a system that people can genuinely rely on, learners, employers and the public alike.