Select Committee Report: techskills’ thoughts and musings
Select Committee Report: techskills’ thoughts and musings
Turning the skills maze into a strategy
TheEducation Committee’s recent report on Further Education and Skills has set out some big ideas for reforming England’s skills system.
There’s plenty in it that speaks directly to the issues the techskills community faces every day and some proposals that, if implemented properly, we think could help turn the current skills maze into something closer to a coherent strategy.Not a flawless blueprint
Of course, it’s not a flawless blueprint; we know some recommendations feel undercooked, whilst others could introduce new complexity, rather than solve the existing problems. So here is techskills’ take on some of the key points.Key recommendations: techskills’ perspective 1. Simplifying the apprenticeship journeyWhat the committee says: The Committee’s call for a simpler, clearer apprenticeship system, especially for SMEs.Our view: at last! Everyone knows that complexity is a major barrier for smaller tech employers. This is of course a sensible step, but “simplifying” apprenticeships is easy to say and much harder to do. Unless the government streamlines the bureaucracy behind standards, funding rules, and reporting, this could end up as yet another policy suggestion that doesn’t shift the dial.2. A UCAS-style platform****What the committee says: The Committee’s proposal to create a single platform bringing together vocational, apprenticeship, and academic routes could help make digital pathways more visible and easier to navigate, especially for learners at the start of their journey.**Our view: **Greater visibility and clarity is welcome, but it won’t necessarily solve the deeper issues around funding, levy flexibility, and provider capacity. Without real investment in delivery, a single platform risks moving the complexity around rather than removing it.
There’s also a bigger strategic question here: UCAS has traditionally sat firmly within the HE admissions space. Expanding its role could signal a significant shift in how technical and higher education are positioned. That’s not necessarily a bad thing, but it needs to be carefully considered to avoid unintended consequences for universities, providers, and learners alike.**3. Restoring Level 7 Funding **What the committee says: Reintroduce levy funding for Level 7 apprenticeships across all ages. The Department for Education should monitor the impact of defunding other level 7 apprenticeships for those aged 22+ and be “prepared” introduce funding where necessary.Our view: On this point, the Committee is 100% right. Restoring funding for Level 7 apprenticeships in growth areas like digital and AI would reverse a damaging step backward. This is one of the most impactful recommendations in the report. The recommendation if for levy funding to be reintroduced “where necessary”. This sounds pragmatic but risks leaving room for inaction. To work, it must come with long-term funding stability, not short-term political fixes.4. Skills England’s independence****What the committee says: The Committee suggests reviewing Skills England’s role and legislating for independence if necessary. The Education Committee suggests that the introduction of Skills England has been a broadly welcomed move.Our view: techskills community insights and conversations have highlighted the opposite. The feedback reveals reservations, challenging the assumption of broad support. Independence could help align DSIT, DfE and DWP but the “if necessary” phrasing leaves too much room for drift. Whilst Skills England has officially been running as of June 2025, full operational capability is still in the process of being implemented and refined. Without clear timelines and importantly real accountability, this could become just another review that gathers dust.5. A national skills co-ordination board****What the committee says: Create a single Skills Co-ordination board to align national and local priorities.Our view: Sounds sensible. But creating another body in an already crowded landscape simply adds another layer, and risks making the maze worse, not better. This could work if it genuinely replaces duplication and drives decision-making. If it just adds another meeting to the calendar and endless round tables, it’s a missed opportunity.**6. FE funding and VAT reform ****What the committee says: College teachers earn on average 15% less than school teachers, contributing to current recruitment and retention crisis. A statutory pay review body should be established to ensure fair evidenced based pay. FE and sixth form colleges should be entitled to VAT exemption, aligning with other post-16 providers.Our view: FE is central and critical to digital skills delivery. Without real money behind these recommendations, this part of the report risks becoming aspirational rather than actionable. FE funding stability, VAT reform and an FE pay review body are all good in principle, these are essential recommendations towards equity in the FE sector, but they’ll requirereal political will and significant investment. ****7. Youth Guarantee expansion ****What the committee says: **The current Youth Guarantee supports 18 – 21-year-olds but excludes 16 – 17 and 22 – 24-year-olds. The committee recommends expanding eligibility to all 16 – 24-year-olds to ensure equal access to education, training and employment opportunities.Our view: Expanding the Youth Guarantee to cover more 16–24-year-olds is a positive step towards widening access to digital pathways. However, this shouldn’t come at the expense of reskilling and upskilling adults, which is just as critical to meeting workforce demand in digital. We advocate for a balanced approach; a truly effective skills strategy must support and enable people of all ages access to education.In summary: talked a lot of sense, but focus needed on delivery and impact
There’s a lot here we can work with, and techskills looks forward ahead to engaging with the committee members. Restoring Level 7 funding, streamlining access, and bringing clarity to Skills England are all welcome steps in the right direction. But there’s also a risk of adding new structures without fixing old problems.
This report definitely nudges us closer to a joined-up approach, but it won’t get us there on its own.
If government is serious about turning the skills maze into a skills strategy, it must pair good ideas with clear delivery plans, real investment, and honest coordination between DfE, DSIT, and DWP.
techskills remains ready to collaborate with policy makers, educators and employers to transform these recommendations into real world impact.