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The further education: outcome-based success measures present statistics on the employment, earnings and learning outcomes of further education learners.
This publication covers learners who achieved apprenticeships, adult (19+) FE and Skills learners, and learners who completed a traineeship in 2019/20, and tracks their outcomes in the following academic year (2020/21). Revised data for previous years is also provided.
Overall, sustained activity has fallen for learners achieving in England in 2019/20 compared to the previous year, driven by the fall in sustained employment rate.
Of the 781,230 learners who achieved a government funded further education learning aim (including apprenticeships) in the 2019/20 academic year, in the following year:
The drop in the sustained employment rate is likely due to the employment destination reference period occurring alongside restrictions within England due to COVID-19. This also contributes to the overall fall in sustained positive destinations.
All data used in this release is available as open data for download
Browse and download individual open data files from this release in our data catalogue
Learn more about the data files used in this release using our online guidance
You can view featured tables that we have built for you, or create your own tables from the open data using our table tool
Further education outcome-based success measures (OBSM) show the percentage of further education learners going to or remaining in an education and/or employment destination in the academic year after achieving their learning aim. The most recent data reports on learners who achieved their aim in the 2019/20 academic year, and identifies their education and/or employment destinations the following year (2020/21).
OBSM also includes estimates on the earnings outcomes of learners who achieved a Full Level 2, Full Level 3 or Level 4+ qualification and have an earnings record, a record of sustained employment and no record of further study at a Higher Education institution within the earning year.
This publication reports outcomes by various learner demographics and type and level of learning. Where a learner achieves more than one aim within an academic year, the outcomes for the learner are reported against the highest and latest aim within that year. For example, if a learner achieves an aim at Level 2, and a separate Full Level 3 aim in the same academic year, their destinations will be reported against the Full Level 3 aim. Full Level 2 and Full Level 3 are counted as higher than other Level 2 and Level 3 aims respectively, and apprenticeship aims are prioritised over education and training aims.
The data uses the Longitudinal Education Outcomes (LEO) dataset, which looks at how learners move through education and into the labour market by bringing together:
All learner counts reported here relate to those learners for whom a match was found in the LEO data, therefore the counts will not match headline achievements in the FE & Skills National Statistics release.
What further data is available?
In addition to the headline measures presented in this publication, further data is available on detailed destination, earnings and progression measures broken down by geographic areas, provider, learner demographics, type/level of learning completed and qualification title.
A number of detailed breakdowns using this data have been signposted throughout the publication, and can also be accessed using the table builder tool which allows users to build custom tables. Alternatively, the underlying data files themselves can be downloaded from the ‘Explore data and files' section above.
Provider level figures are not currently available through the table builder tool, but can be downloaded from the ‘Explore data and files’ section above.
The outcomes in this release are presented as raw figures. They do not seek to control for differences in learner characteristics that may influence outcomes over time or across different learner populations.
Rounding and suppression
Full details on rounding and suppression are available in the accompanying methodology document.
Any percentage point (ppt) changes reported that appear to mismatch the percentages provided in the charts and tables are due to rounding conventions. The use of rounding and suppression may also mean that some charts do not appear to add up to 100%.
What is a sustained positive destination?
To be counted in a sustained positive destination, learners have to be recorded as having participated in education and/or employment for a 6-month period (October 2020 – March 2021) in the year following study. This means attending for all of the first two terms of the academic year at one or more education provider, spending the 6 months in employment or having returned a self-assessment record for the destination year, or a combination of employment and learning (see methodology document for further information).
A sustained apprenticeship is recorded when 6 months of continuous participation is recorded at any point in the destination year (between August 2020 and July 2021).
In the academic year 2019/20, 781,230 learners achieved a government funded further education learning aim or completed a traineeship. Of these learners:
The percentage of learners with a sustained positive destination rate rose from 73% in 2013/14 to 78% in 2017/18, before dropping to 74% in 2019/20.
Sustained employment continued to fall but remains the most common destination.
The decrease in sustained employment drove the drop in the sustained positive destination rate for 2019/20. This fall in the sustained employment rate is likely due to the employment destination reference period occurring alongside restrictions within England due to COVID-19.
The second most common destination was going into further learning.
For more detailed breakdowns by provision, please see the Adult Education and Training, Apprenticeships or Traineeships accordions below.
For learners who achieved in 2019/20:
For learners who achieved in academic year 2019/20, sustained positive destination and employment rates followed a similar pattern to previous years:
Conversely, London had the highest sustained learning rate of 28%, with the North East having the lowest sustained learning rate of 18%.
Broadly, sustained positive destination rates were higher in southern and eastern regions of England, and lower in northern and western regions.
What is education and training?
Education and training is mainly classroom-based adult further education that is not classed as an apprenticeship or community learning. It can also include distance learning or e-learning.
Contrary to the Education & Training statistics in the ‘FE and Skills’ National Statistics, it excludes traineeships and offender learning.
Of the 781,230 learners in 2019/20, 625,970 achieved an education and training course as their highest learning aim:
This fall in the sustained employment rate is likely due to the employment destination reference period occurring alongside restrictions within England due to COVID-19, which has also driven the fall in the overall sustained positive destination rate.
What is level of learning?
Most learning aims have a difficulty level. The higher the level, the more difficult the learning aim is. Further information can be found on this list of qualification levels.
How is the level of learning classified for learners with multiple aims?
This publication reports outcomes by various learner demographics and type and level of learning. Where a learner achieves more than one aim within an academic year, the outcomes for the learner are reported against the highest and latest aim within that year. For example, if a learner achieves an aim at Level 2, and a separate Full Level 3 aim in the same academic year, their destinations will be reported against the Full Level 3 aim. Full Level 2 and Full Level 3 are counted as higher than other Level 2 and Level 3 aims respectively, and apprenticeship aims are prioritised over education and training aims.
Education and training learners who studied at higher levels tended to have higher sustained positive destination rates.
The overall sustained positive destination rate of learners who had achieved:
Data for some outcome categories at Level 6 have been suppressed due to small numbers of learners, meaning the chart below does not fully reflect the overall sustained positive destination rate
Access to Higher Education courses are qualifications which prepare people without traditional qualifications for study at university
18,310 learners achieved an ‘Access to Higher Education’ course in 2019/20:
Sustained positive destination rates varied across regions in England for Education and Training learners.
Sustained learning rates followed a slightly different pattern to employment and overall positive destination rates.
What is an apprenticeship?
Apprenticeships are paid jobs that incorporate on-the-job and off-the-job training leading to nationally recognised qualifications. As an employee, apprentices earn as they learn and gain practical skills in the workplace.
A slightly lower proportion of apprenticeship learners in 2019/20 moved into sustained positive destinations, compared to the previous year.
Of the 145,450 learners achieving an apprenticeship as their highest aim in 2019/20:
Sustained positive destination rates remain higher for apprenticeships than any other type of provision. This is to be expected as many apprentices remain with the employer following their apprenticeship, which results in a high rate of sustained employment.
Higher level apprenticeships tend to have higher sustained employment rates but lower sustained learning rates.
However, overall positive destination rates were fairly consistent across all apprenticeship levels.
What are apprenticeship frameworks and apprenticeship standards?
As part of the Government’s apprenticeship reform programme, apprenticeship frameworks were phased out by the start of the 2020/21 academic year. Instead, new apprenticeship standards were introduced in 2014. Apprenticeship standards are focused on quality learning, with a single end point assessment, and are developed by employers and industry experts.
In the 2019/20 academic year there were 91,100 apprenticeship frameworks and 54,350 apprenticeship standards achieved. The number of apprenticeship standard achievements will continue to increase and apprenticeship frameworks will decrease as apprenticeship frameworks are phased out.
Learners achieving apprenticeship standards were more likely to move into a sustained positive destination than learners achieving apprenticeship frameworks.
Sustained learning showed a different pattern across regions to sustained employment and overall sustained positive destinations.
Across regions in England:
What are traineeships?
Traineeships are a work-based pathway programme to apprenticeships and other employment for young people aged 16 to 24 (or up to age 25 if they have an Education Health and Care Plan) with no higher than a Level 3 qualification.
There were 9,810 learners who completed a traineeship as their highest aim in 2019/20. Of these learners:
The percentage of traineeship learners with a sustained positive destination decreased by 5 ppts in 2019/20 (59%), down from 64% in 2018/19. This represents an 8 ppt decrease in the sustained positive destination rate since 2014/15 when consistent monitoring began.
The proportion of traineeship learners going into any positive destination (whether sustained or not) was 82% in 2019/20, a 2 ppt decrease from 2018/19 (84%). This represents an 8 ppt decrease since 2014/15 (90%).
The drop in the sustained employment rate is likely due to the employment destination reference period occurring alongside restrictions within England due to COVID-19. This also contributes to the overall fall in sustained positive destinations.
The percentage of 2019/20 traineeship learners going into sustained:
You can create your own tables looking at traineeships data by using the table builder tool to explore the underlying data file 'Destinations by demographics and provision (NAT01)’.
The following tables also offer a range of useful breakdowns:
| File subject | What is available in the file |
| Traineeships - 2013/14 to 2019/20 | Academic year: 2013/14 to 2019/20 Learner type: Traineeship learners only Indicators: All employment and education destination measures Filters: None |
| Traineeships by demographics - 2019/20 | Academic year: 2019/20 Learner type: Traineeship learners only Indicators: All employment and education destination measures Filters: Gender, benefit status, BAME status |
Traineeships data
Completions were recorded under a slightly different method in 2013/14, making the figures for 2013/14 less comparable to later years. As such, comparisons are made to the 2014/15 academic year for rate changes over time.
The number of traineeship learners completing their course is reported on, rather than the number achieved, as the definition of ‘achieving’ a traineeship is based on the learner’s outcome.
Note that some traineeships go on to complete further aims at a higher level in the same academic year, and a learner's outcomes are reported against the highest aim. Therefore, traineeship numbers presented here will be lower than those presented in the ‘Further education and skills’ publication
Percentages are calculated using unrounded figures, discrepancies in sum totals are due to rounding.
What is community learning?
Community learning includes a range of community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges, and designed to bring together adults (often of different ages and backgrounds).
There were 276,290 learners whose highest aim was in community learning in 2019/20. Community learners are a distinct group from the 781,230 learners reported on in other sections of this publication.
Of these learners, in the year following their learning aim:
There is a large increase in learning destination rates when including the non-sustained learning. This is because community learners typically move into another community learning course or other qualifications that are structured in a similar way to community learning. That is to say that these courses tend to be short but intensive.
You can create your own tables looking at community learners by using the table builder tool to explore the underlying data file ‘Destinations of community learners by demographics (NAT02)’
The following tables also offer a range of useful breakdowns:
| File subject | What is available in the file |
| Community learners - 2013/14 to 2019/20 | Academic year: 2013/14 to 2019/20 Indicators: All employment and education destination measures Filters: Provision type |
| Community learners by demographics - 2019/20 | Academic year: 2019/20 Indicators: All employment and education destination measures Filters: Gender, BAME status, age band |
Median annualised earnings one year after study for learners who achieved in academic year 2014/15 were:
For all levels of learning in both apprenticeship and education and training, earnings steadily increase each year after achievement. Aside from Level 5 courses, apprenticeships had higher levels of earnings one year after study than equivalent level education and training courses.
The Coronavirus Job Retention Scheme (CJRS) dataset was matched to Longitudinal Education Outcomes (LEO) and FE Individualised Learner Record (ILR) data, and a flag was created for learners who had been in receipt of the scheme for at least one week in 2020/21.
The proportion of learner cohorts who were in receipt of a CJRS grant have been included to provide some context to earnings figures. This only includes learners who were furloughed and paid with the aid of the CJRS. Employers were able to furlough employees and pay them without the aid of the scheme, but these learners would not be counted in this publication.
Some apprentices would receive more than 80% of their usual wages while on a furlough claimed for via CJRS. This is because they were enabled to continue with learning activities and the employer would have had to top up the furlough payments to ensure they met the apprentice rates of National Minimum Wage or National Living Wage for time spent training.
For learners who achieved their course in academic year 2019/20, median annualised earnings in the first full tax year after training tended to correspond with the level of learning, with higher median earnings for those who had achieved higher level training:
One year after study, median annualised earnings for learners who achieved a Full Level 3 education and training course in academic year 2019/20 were:
Within some sector subject areas, earnings had a wide range between the upper and lower quartiles of earnings:
One year after study, median annualised earnings for learners who achieved an advanced apprenticeship in academic year 2019/20 were highest in:
They were the lowest in:
Where does earnings data come from?
Earnings estimates are based on information recorded through the Pay As You Earn (PAYE) system used to collect Income Tax and National Insurance from employment by Her Majesty’s Revenue and Customs (HMRC). Learners are only included in the figures if they have an earnings record on the P14 (HMRC data) and a record of sustained employment on the P45 (HMRC data) or in the Real Time Information submitted to HMRC in more recent years, and no record of further study at a Higher Education institution.
Limitations of earnings data
The PAYE records from HMRC do not include reliable information on the hours worked in employment so it is not possible to accurately distinguish between learners in full time and part time employment.
See the quality and methodology information that accompanies this release for more detail.
When interpreting the results below, it should be remembered that some of the difference in earnings could be a result of factors other than the qualification achieved, such as:
- the number and proportion of achievers in part time employment,
- the employment history of achievers,
- pay conditions within the local labour market,
- any additional income recorded through the self-assessment tax system,
- characteristics of individual learners.
- proportion of learners in receipt of the furlough scheme
The outcomes in this release are presented as raw figures. They do not seek to control for differences in learner characteristics that may influence outcomes over time or across different learner populations.
'Sustained progression from achieved aim' details the proportion of learners with a sustained further learning aim, who went on to sustained study at a higher level than they just achieved.
Learners who achieved an apprenticeship were more likely to progress to a higher level of learning than learners studying an education and training course.
The Department has used the National Pupil Database (NPD) in conjunction with the Individualised Learner Record (ILR) and Higher Education Statistics Authority (HESA) data to detail students’ attainment throughout their educational history. The resulting dataset includes attainment records from schools, and further and higher education institutions allowing for robust comparisons over time.
This has enabled experimental statistics on progression to be calculated for those learners whose full educational history has been recorded. This cohort is limited to young learners - defined as those who are 24 and under.
Please note that the data displayed in this section of the publication is experimental. This should be taken into consideration when using these figures.
Of the 781,230 learners achieving their further education aim in 2019/20, 190,190 (24%) were 24 or under, and had a full educational history recorded by the department.
The rest of the analysis in this section relates specifically to this group of learners.
Broadly speaking, young education and training learners at higher levels of learning were more likely to be achieving their level of learning for the first time.
Data on studying a particular level of learning for the first time is presented to provide further insight into learners’ pathways through further education and training. Care should be taken when interpreting the data, particularly when making comparisons between different subgroups or seeking to draw wider conclusions. In particular, there may be valid reasons for a learner to take a qualification at a level of learning they have previously achieved, including:
- Where a learner is moving from an academic to a technical pathway, and needs to develop the core technical skills and knowledge that will enable them to progress to higher levels.
- Where the qualifications are complementary, such as a qualification in English or maths that is required to access a technical or vocational qualification at the same level.
- Where a learner is retraining in order to develop a new career pathway, or to update their skills after a significant career break in order to re-enter employment.
'Sustained progression for learner overall’ gives the percentage of learners that progressed on to a sustained level of learning higher than they have attained at any point in their educational history.
Of the 781,230 learners in 2019/20, 57,210 (7%) were 24 or under, had a full educational history recorded by the department, and went into a sustained learning destination. The analysis in this section relates specifically to this group of learners.
The proportion of young learners progressing to their highest ever level of sustained learning is at the highest rate since monitoring began.
About a quarter (24%) of learners were on benefits at the start of their learning. Of these 190,460 benefit learners:
Learners who were on benefits at the beginning of their learning aim in 2019/20 were more likely to have a destination that was not sustained (21%) compared to learners who were not on benefits (8%), and were far more likely to be on benefits only with no positive destination (29%) compared to learners who were not on benefits (2%).
Differences in destination rates may be partially explained by the levels of learning undertaken by benefit learners.
The outcomes of benefit learners varied greatly depending on the type of provision completed:
Over a quarter of learners (28%) were from a minority ethnicity background. Of these 218,900 learners:
Ethnic minority learners were also more likely to have a positive destination that wasn't sustained (15% vs 10% for white learners), to be on benefits only (10% vs 8% for white learners), or to not have any destination recorded in the data (8% vs 5% for white learners).
Differences in destination rates may be partially explained by the levels of learning undertaken by ethnic minority learners.
There is a skew towards lower-level qualifications for ethnic minority learners, where 57% of learners undertook an Entry or Level 1 aim compared to 27% of white learners.
You can create your own tables looking at outcomes by various learner characteristics by using the table builder tool to explore the underlying data file ‘Destinations by demographics and provision (NAT01)’ .
The following tables also offer a range of useful breakdowns:
| File subject | What is available in the file |
| Destinations and earnings by ethnicity - 2013/14 to 2019/20 | Academic year: 2013/14 to 2019/20 Indicators: All employment and learning destinations, earnings measures Filters: Ethnicity |
| Destinations and earnings by benefit learner status - 2013/14 to 2019/20 | Academic year: 2013/14 to 2019/20 Indicators: All employment and learning destinations, earnings measures Filters: Benefit learner status |
| Destinations and earnings by learning difficulty status - 2013/14 to 2019/20 | Academic year: 2013/14 to 2019/20 Indicators: All employment and learning destinations, earnings measures Filters: Learning difficulty status |
| Destinations and earnings by gender - 2013/14 to 2019/20 | Academic year: 2013/14 to 2019/20 Indicators: All employment and learning destinations, earnings measures Filters: Gender |
The following tables offer a range of useful breakdowns for geographical data:
What is ‘English devolved area’?
‘English devolved area’ is used to refer to combined authorities, mayoral combined authorities, and the Greater London Authority
| File subject | What is available in the file |
| Destinations by local authority district - 2019/20 | Geography: Local Authority District Academic year: 2019/20 Indicators: All employment and education destination measures |
| Destinations by local educational authority - 2019/20 | Geography: Local Education Authority Academic year: 2019/20 Indicators: All employment and education destination measures |
| Destinations by English devolved area - 2013/14 to 2019/20 | Geography: English Devolved Area Academic year: 2013/14 to 2019/20 Indicators: All employment and education destination measures |
| Earnings by English devolved area - 2013/14 to 2019/20 | Geography: English Devolved Area Academic year: 2013/14 to 2019/20 Indicators: Number of learners with earnings, lower quartile annualised earnings, median annualised earnings, upper quartile annualised earnings |
Destinations by local enterprise partnership - 2015/16 to 2019/20
| Geography: Local Enterprise Partnership Academic year: 2015/16 to 2019/20 Indicators: All employment and education destination measures |
| Earnings by local enterprise partnership - 2015/16 to 2019/20 | Geography: Local Enterprise Partnership Academic year: 2015/16 to 2019/20 Indicators: Number of learners with earnings, lower quartile annualised earnings, median annualised earnings, upper quartile annualised earnings |
You can create your own tables looking at different geographical breakdowns by using the table builder tool to explore the following data files.
| File subject | What is available in the file |
| Destinations by local authority district, provision, level of learning and demographics (LAD01) | Geography: National, Regional, Local Authority District Academic year: 2013/14 to 2019/20 Indicators: Destination measures, earnings measures Filters: Age band, gender, learning difficulty status, provision type, level of learning |
| Destinations by local authority district provision, level of learning and sector subject area (LAD02) | Geography: National, Regional, Local Authority District Academic year: 2013/14 to 2019/20 Indicators: Destination measures, earnings measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2 |
| Destinations by local education authority, provision, level of learning and demographics (LEA01) | Geography: National, Regional, Local Education Authority Academic year: 2013/14 to 2019/20 Indicators: Destination measures, earnings measures Filters: Age band, gender, learning difficulty status, provision type, level of learning |
| Destinations by local education authority, provision, level of learning and sector subject area (LEA02) | Geography: National, Regional, Local Education Authority Academic year: 2013/14 to 2019/20 Indicators: Destination measures, earnings measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2 |
| Destinations by English devolved area, provision, level of learning and demographics (EDA01) | Geography: National, Regional, English Devolved Area Academic year: 2013/14 to 2019/20 Indicators: Destination measures, earnings measures Filters: Age band, gender, learning difficulty status, provision type, level of learning |
| Destinations by English devolved area, provision, level of learning and sector subject area (EDA02) | Geography: National, Regional, English Devolved Area Academic year: 2013/14 to 2019/20 Indicators: Destination measures, earnings measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2 |
| Destinations by local enterprise partnership, provision, level of learning and sector subject area (LEP01) | Geography: National, Regional, Local Enterprise Partnership Academic year: 2013/14 to 2019/20 (LEP level data only available from 2015/16 onwards) Indicators: Destination measures, earnings measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2 |
Provider level figures are not currently available through the table builder tool, but can be downloaded from the ‘Explore data and files’ section above. The table below provides a summary of information available in each file.
| File subject | What is available in the file |
| Destinations by provider, provider type and benefit status (PRV01) | Data Level: National, regional, provider Academic year: 2013/14 to 2019/20 Learner type: All learners Indicators: Destination measures Filters: Provider type, provision type, benefit learner status |
| Destinations by provider, provision, level of learning and demographics (PRV02) | Data Level: National, regional, provider Academic year: 2013/14 to 2019/20 Learner type: All learners Indicators: Destination measures Filters: Provider type, provision type, level of learning, age band, gender, benefit learner status |
| Destinations of community learners by provider, provision and benefit status (PRV03) | Data Level: National, regional, provider Academic year: 2013/14 to 2019/20 Learner type: Community learners only Indicators: Destination measures Filters: Provider type, provision type, benefit learner status |
| Destinations by provider, provision, level of learning and sector subject area (PRV04) | Data Level: National, regional, provider Academic year: 2013/14 to 2019/20 Learner type: All learners Indicators: Destination measures Filters: Provider type, provision type, level of learning, sector subject area tier 1, sector subject area tier 2 |
| File subject | What is available in the file |
| Destinations by qualification title, provision and sector subject area (QUA01) | Data Level: National, qualification Academic year: 2013/14 to 2019/20 Learner type: All learners Indicators: Destination measures, earnings measures Filters: Age band, provision type, level of learning, sector subject area tier 1, sector subject area tier 2, access to HE status, qualification title |
| Progression of young learners by qualification title (QUA02) | Data Level: National, qualification Academic year: 2013/14 to 2019/20 Learner type: Young learners only Indicators: Destination measures, progression measures Filters: Age band, free school meals status, provision type, level of learning, sector subject area tier 1, sector subject area tier 2, qualification title |
What is an industry section?
The UK Standard Industrial Classification (SIC) of economic activities is used to classify businesses by the type of activity they do. Using the Office for National Statistics (ONS) Standard Industrial Classification (SIC) of economic activities, there are 21 broad industry sections, which are used within this publication. For more information see the Standard industrial classification of economic activities or the UK Standard Industrial Classification (SIC) Hierarchy.
Of the 491,180 learners who had a sustained employment destination in 2020/21:
| Publication | Description |
| Key Stage 4 destination measures | Data on students going into education, employment and training destinations after completing Key Stage 4 study. |
| 16 - 18 destination measures | Data on students going into education, employment and training destinations after completing 16-18 study. |
| Graduate outcomes | Employment and earnings outcomes of higher education graduates by subject studied and graduate characteristic |
| Graduate outcomes: provider level data | Employment and earnings outcomes of higher education first degree graduates by provider, subject studied and graduate characteristics |
| Graduate outcomes: postgraduate outcomes | Employment and earnings outcomes for those who graduated with a level 7 (masters) or level 8 (doctoral) postgraduate degree by subject studied, current region and domicile. |
| Post-16 pathways at level 3 and below | Experimental statistics on young people's transitions from education to work in England |
| Measuring the net present value of Further Education in England 2018 to 2019 | Estimates of the economic return from further education qualifications started in academic year 2018 to 2019. |
| Further Education Skills Index | Index showing how the aggregate value of the skills supplied by the Further Education system each year has changed over time |
| Post-16 education: highest level of achievement by age 25 | Research analysing school leavers’ progress through post-16 education and into the labour market. |
| The earnings differentials associated with vocational education and training | Research analysing the economic benefits to an individual from achieving further education qualifications. |
| Further education qualifications in maths and English: returns and benefits | Research analysing the economic benefits associated with further education qualifications in maths and English. |
| Adult further education: measuring success - detailed proposals | Consultation and response on detailed proposals for using and publishing outcome-based success measures for adult further education. |
| Further education: comparing labour market economic benefits from qualifications gained | Estimates the economic benefits to an individual from achieving further education qualifications. |
| Further education: impact of skills and training on the unemployed | This research estimates the economic benefits to unemployed individuals from achieving further education qualifications. |
| Longitudinal Education Outcomes study: how we use and share data | How the government shares and uses personal data as part of the 'Longitudinal Education Outcomes study'. |
| Occupational pathways of technical qualifications | Experimental analysis into the occupations of young people with technical qualifications in England. |
| Labour market outcomes disaggregated by subject area using the Longitudinal Education Outcomes (LEO) data | Research showing the labour market benefits associated with vocational qualifications, disaggregated by qualification level, type and sector subject area. |
| The value of progression in further education | Research showing the labour market benefits associated with progression in further education, disaggregated by qualification level, type and sector subject area. |
To view the outcome-based success measures interactive data visualisation tool, please use the following link: Outcome-based success measures interactive data visualisation tool
This tool focuses on three main themes of outcomes.
Qualification outcomes: Key outcomes statistics for individual FE qualifications - who are the learners, and what did learners go on to do.
Subject area outcomes: Outcomes and most popular qualifications for each sector subject area.
Geographic outcomes: How did outcomes vary across England for each sector subject area.
This interactive dashboard is a relatively new service that we have developed for outcome-based success measures data. The aim is to allow users to interrogate effectively the large data source and create bespoke tables and charts based on specific interests.
These are Official Statistics and have been produced in line with the Code of Practice for Official Statistics.
This can be broadly interpreted to mean that these statistics are:
Find out more about the standards we follow to produce these statistics through our Standards for official statistics published by DfE guidance.
If you have a specific enquiry about Further education: outcome-based success measures statistics and data:
Email
FE.OUTCOMESDATA@education.gov.uk
Telephone: Sula Marshall
07464 494 736
If you have a media enquiry:
Telephone
020 7783 8300
If you have a general enquiry about the Department for Education (DfE) or education:
Telephone
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