The Government’s decision to move post-19 Adult Skills and apprenticeships from the Department for Education (DfE) to the Department for Work and Pensions (DWP) is more than just a reshuffle — it’s a structural change that could redefine how skills are funded, delivered, and measured.

Two Departments, Two Perspectives – Too Many Chefs?

We’re now operating across two very different policy environments:

• DWP lens: Focused on employability, participation, and reducing economic inactivity.
• DfE lens: Centred on education, attainment, and long-term skills investment (still retained for under-19s).

This split could create tension for providers and commissioners. What counts as “success” may increasingly look like sustained employment outcomes, not just qualifications achieved.

 The Challenges This Could Create?

Here’s what providers are likely to face:

Conflicting objectives

DfE provision may focus on qualification attainment, while DWP contracts measure sustained work outcomes. An example is a training provider/college delivering Level 2 Health & Social Care may now need to show how learners transition into sustained care roles not just complete the course.

Dual accountability

Different reporting and compliance frameworks could increase admin burden and stretch capacity.

Misaligned funding rules

Eligibility and payment models may not align, creating gaps or duplication in provision.

Blurred learner journey

Without better alignment, learners could fall between the cracks when moving from “education-focused” to “employment-focused” provision. Imagine a flowchart where learners move from classroom to job centre — but the handover isn’t clear or supported. It happens ask anyone working on an employability contract in the last 15 years!

Procurement complexity
Tenders will look and feel different depending on which department is commissioning, requiring different delivery models.

Cultural clash
DfE emphasises long-term skills; DWP prioritises faster labour market outcomes. Reconciling these could be a real challenge.

What Will This Mean for Learners?

For learners, this shift could reshape how they access training, support, and progression opportunities — especially for adults seeking to upskill or retrain.

A More Employment-Focused Experience
Learners may find that adult skills programmes and apprenticeships are increasingly designed around job outcomes, not just qualifications. This could mean:

• Shorter, more targeted training linked directly to local vacancies.
• Greater emphasis on workplace relevance, soft skills, and progression into sustained employment.
• More integration with Jobcentre services, including wraparound support like childcare, transport, and digital access.

Navigating a Blurred System
The learner journey may become more complex, especially when transitioning between education-led and employment-led provision. Without clear guidance, some may struggle to understand:

• What funding they’re eligible for.
• Whether a course leads to a job or just a qualification.
• How to move between different providers or departments.

This makes the role of career advisers and support staff more critical than ever!

Upskilling via Apprenticeships

Adult learners could benefit from expanded access to apprenticeships — but only if funding and eligibility rules are aligned. Key considerations include:

• Flexibility: Will older learners be able to access part-time or modular apprenticeships that fit around work or caring responsibilities
• Levy reform: If funding is redirected toward broader pathways, learners may see more diverse apprenticeship options — especially in growth sectors.
• Employer engagement: Stronger employer partnerships could lead to more tailored, job-ready programmes — but only if employers are supported to take on adult apprentices.

Risks to Consider 

If funding rules between DfE and DWP aren’t aligned, learners could fall through the cracks — especially those with complex needs or non-linear career paths. If success is measured only by job outcomes, learners who need longer-term support or who pursue foundational skills may be deprioritised.

Procurement Will Likely Change

Expect more emphasis on:

• Employment outcomes and progression.
• Wraparound support and accessibility.
• Employer-led design linked to regional growth plans and LSIPs.

Levy reform is also on the horizon. Funding will likley shift from narrowly defined qualifications to broader programmes and pathways — especially those aligned with local labour market needs. The desire for specific qualifications being paid for by the levy especially for upskilling existing workforce members is likely to the pipe dream most of us always thought it would be.

Regionalism is Here to Stay

LSIPs, devolved authorities, and Jobcentres to a lesser extent are increasingly shaping local priorities. Providers will need to be closer to regional employer boards and labour market strategies than ever before.

The shift to DWP doesn’t just change who holds the funding — it changes where and how decisions are made. Regionalism is no longer a side notes — it’s the main stage. for large national providers this shift may cause headache especially not having infrastructure and feet on the ground may be scored during procurement.  DWP’s  and  Local Authorities Connect to Work agenda could use this backdrop to push for more place-based commissioning, where employment outcomes are tightly tied to local labour market needs.

This raises key questions:

• Will DWP use regionalism to drive more targeted interventions — or to consolidate control over fragmented provision?
• How will devolved authorities and mayoral combined authorities influence the balance between skills investment and employment activation?
• Could this become a battleground for policy influence, especially where DfE-funded provision overlaps or conflicts with DWP priorities?

For providers, this means being deeply embedded in local ecosystems — not just responding to national frameworks.

What Does This Mean on the Ground?

This shift affects multiple roles — here’s how:
Career development professionals
Will need to bridge education and employability, guiding learners through a system where funding and success are tied to both skills and work outcomes.
Tutors and skills coaches
Will need to deliver training that is clearly workplace-relevant, evidencing links between learning, employability, and sustained progression. Without a shadow of a doubt anything DWP procured will want employability embedded into curriculum design and assessment.
Colleges and training providers
Will have to adapt adult provision toward shorter, job-focused programmes — while aligning tightly with LSIPs and strengthening employer partnerships. Review current provision against local labour market data and employer needs is something that should already been in any provider strategic plan and outlook straight away following the announcement.

 How Should Training Providers Respond? Employer Engagement in a Changing Landscape

With the shift to DWP, regionalism, and potential levy reform, training providers have no choice but to evolve from being course deliverers to becoming consultative partners for employers. Some of the more progressive apprenticeship providers already embrace this and need to quickly get to grips with any changes so you keep the attention and correct solutions in place for your employers. Growth will depend not just on provision, but on strategic employer engagement.

Rethink the Offer: From Courses to Solutions
Employers are looking for impact — not just qualifications. Providers should:

• Package training as workforce solutions, not just standalone courses.
• Offer modular, flexible programmes that align with business cycles and job roles.
•  Build in progression pathways that support retention and upskilling.

Strengthen Communication and Marketing
In a crowded marketplace, clarity and relevance are key:

• Develop sector-specific messaging that speaks to employer pain points.
• Use case studies and impact data to show how training leads to business outcomes.
• Simplify the language around funding — help employers understand what’s available and how to access it.

Offer Consultancy, Not Just Delivery
Employers often don’t know what they need — or how to navigate the system. Providers can add value by:

• Conducting skills audits and workforce planning sessions.
• Advising on levy spend, co-investment, and funding eligibility.
• Supporting LSIP alignment and regional strategy engagement.

 Build Strategic Partnerships
Growth will come from deeper, more embedded relationships:

• Partner with local employer boards, chambers, and sector bodies.
• Co-design programmes with employers to ensure relevance and buy-in.
• Create employer advisory panels to shape curriculum and delivery models.

 Focus on Outcomes and Evidence
To stand out, providers must show they can deliver:

• Sustained employment outcomes, not just completions.
• Return on investment for employers — in productivity, retention, and progression.
• Learner impact stories that connect training to real-world success.

PLEASE PLEASE PLEASE DONT LET FREE RECRUITMENT AND FREE COURSES COME BACK INTO THE THE SALE AND ENGAGEMENT TOOL BOX!

What About Ofsted?

As adult skills provision increasingly aligns with DWP priorities, providers will need to carefully balance employment-focused delivery with the educational standards expected by Ofsted.

Inspection Framework Still Applies

Ofsted will continue to inspect post-19 provision, including apprenticeships, regardless of which department commissions the funding. That means:

• Curriculum intent, implementation, and impact must still be clearly evidenced.
• Learner experience and progression remain central — not just job outcomes.
• Safeguarding, quality of teaching, and learner support must meet established standards.

 Potential Tensions

• Shorter, job-focused programmes may risk being seen as too narrow if they don’t demonstrate broader learning outcomes.
• Employer-led design must still align with curriculum principles — not just fill vacancies.
• Wraparound support (e.g. from Jobcentres) must be integrated into learner experience, not treated as external.

What Providers should do

• Ensure that employment outcomes are framed within a strong curriculum narrative.
• Map DWP performance measures to Ofsted’s Education Inspection Framework (EIF) to avoid misalignment.
• Train staff to understand both compliance and quality assurance expectations — especially where delivery models are changing.

 My round up

This isn’t just a policy shift. It’s a reframing of the skills and employability agenda.

• Employability providers will be expected to deliver skills.
• Skills providers will be judged on employment outcomes.
• Career professionals, tutors, and coaches will all play a bigger role in linking learning directly to jobs.

The winners will be those providers who can show — with evidence — that their programmes connect education, employment, and long-term progression.