The need

There are variations in success rates between subjects and between learners from different backgrounds. For example, success rates for adults on Level 3 long qualifications lag behind those for 16-18 year-olds by 18 percentage points; there is a 26 per cent variation between the best and worst performing subject sector areas in Apprenticeship (Level 2) framework completions; and success rates for learners from black and minority ethnic (BME) groups still show variations.⁹ Inspection grades show that, while the majority of colleges, providers and areas of provision are more than satisfactory, and some are outstanding, there are still some that need to improve considerably.

Feedback from the Improvement Strategy consultation identified a number of additional key challenges that make addressing these variations much harder:

• Because of the many different types and sizes of organisation, a wide range of training provision, the large variation in the quality of provision and different success rates between different subject areas and learners from different backgrounds, a 'one size fits all' approach is not appropriate
• Although there are many examples of good practice across the system, sharing that practice is not easy, as it takes time, can be expensive and requires particular skills
• Colleges and providers are expected to respond to a large number of different quality standards and measures; this can lead to a compliance culture and generate excessive bureaucracy
• The further education system is facing considerable strategic reform, much of it happening at the same time
• The roles of the many different national agencies in the further education system are not clear to colleges and providers and stakeholders, and they all have their own strategies and organisational agendas
• Colleges and providers can have the sense that these are top down reforms and that they are not being enlisted as partners in implementing improvements.

If we are to achieve Leitch's ambitions, the system will need to increase capacity at the same time as becoming funded through demand-led mechanisms.

If the Improvement Strategy is to succeed, the national partners must work with colleges and providers to meet these challenges and achieve their aspirations for excellence, for the benefit of young and adult learners, employers and communities.