The Further Education Outcomes publication presents statistics on the employment, earnings and learning outcomes of further education learners.
This publication covers learners who achieved apprenticeships or adult (19+) education and training courses in 2021/22, and tracks their outcomes in the following academic year (2022/23). Revised data for previous years is also provided.
Please note, data is now available for all age education and training learners within the data catalogue, however the content below relates to the same cohort as previous publications.
Of the 774,780 learners who achieved a government funded further education learning aim (including apprenticeships) in the 2021/22 academic year, in the following year:
View tables that we have built for you, or create your own tables from open data using our table tool
Browse and download open data files from this release in our data catalogue
Learn more about the data files used in this release using our online guidance
Download all data available in this release as a compressed ZIP file
All supporting files from this release are listed for individual download below:
The Further Education (FE) Skills Measure is a type of value-added indicator designed to assess if a provider is performing better or worse than expected in relation to learner progression to sustained employment and/or higher learning.
Further education outcomes (FEO) shows 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 2021/22 academic year, and identifies their education and/or employment destinations the following year (2022/23).
FEO 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 at the same provider 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 at the same provider, 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 Longitudinal Education Outcomes (LEO) dataset is used, 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.
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 ‘Data catalogue' section above.
The outcomes reported in the commentary 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.
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 2022 – March 2023) 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 2022 and July 2023).
How are multiple destinations recorded?
Destinations are not mutually exclusive and learners can be recorded as being both in sustained employment and in sustained learning. For example, the overall sustained employment rate is made up of learners with a sustained employment destination only, as well as learners with a sustained employment and learning destination. Further information is available in the accompanying methodology document.
In the academic year 2021/22, 774,780 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 peaked at 81% in 2020/21 before dropping to 77% in 2021/22. However this rate is more consistent with the sustained positive destination rate prior to 2020/21.
For more detailed breakdowns by provision, please see the Adult Education and Training, Apprenticeships or Traineeships accordions below.
For learners who achieved in 2021/22:
For learners who achieved in academic year 2021/22, sustained positive destination and employment rates followed a similar pattern to previous years:
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 774,780 learners in 2021/22, 648,650 achieved an education and training course as their highest learning aim:
The drop in sustained employment has driven a fall in the overall sustained positive destination rate compared to the previous year. However, the 2020/21 employment rate was particularly high and the latest data is more consistent with historical trends.
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 (opens in a new tab).
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 at the same provider, 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 at that provider, 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.
Learning destinations for education and training learners achieving a Full level 3 aim in 2021/22
Learning destinations for education and training learners achieving a Full Level 2 aim in 2021/22
Learning destinations for education and training learners achieving other Level 2 aims in 2021/22
Access to Higher Education courses are qualifications which prepare people without traditional qualifications for study at university
16,800 learners achieved an ‘Access to Higher Education’ course in 2021/22:
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.
Of the 113,560 learners achieving an apprenticeship as their highest aim in 2021/22:
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.
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 2021/22 academic year there were 21,430 apprenticeship frameworks and 92,130 apprenticeship standards achieved. The number of apprenticeship standard achievements will continue to increase and apprenticeship frameworks will decrease as they are phased out.
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 12,570 learners who completed a traineeship as their highest aim in 2021/22. Of these learners:
The percentage of traineeship learners with a sustained positive destination decreased by 7 ppts in 2021/22 (64%), down from 71% in 2020/21. However, the 2020/21 rate was the highest sustained positive destination rate in the last 5 years and the latest data for 2021/22 is more consistent with historical trends.
The proportion of traineeship learners going into any positive destination (whether sustained or not) was 87% in 2021/22, a 3 ppt decrease from 2020/21 (90%).
The percentage of 2021/22 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 files ‘National destinations of FE & Skills learners by demographics (NAT01)’ and ‘National destinations of FE & Skills learners by funding information’ (NAT04).
The following tables also offer a range of useful breakdowns:
| File subject | What is available in the file |
|---|---|
| Traineeships - 2017/18 to 2021/22 | Academic year: 2017/18 to 2021/22 Learner type: Traineeship learners only Indicators: All employment and education destination measures Filters: None |
| Traineeships by demographics - 2021/22 | Academic year: 2021/22 Learner type: Traineeship learners only Indicators: All employment and education destination measures Filters: Sex, benefit status, ethnicity |
Traineeships data
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 211,530 learners whose highest aim was in community learning in 2021/22. Community learners are a distinct group from the 774,780 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 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.
You can create your own tables looking at community learners by using the table builder tool to explore the underlying data file ‘National destinations of community learners (NAT02)’.
The following tables also offer a range of useful breakdowns:
| File subject | What is available in the file |
|---|---|
| Community learners - 2017/18 to 2021/22 | Academic year: 2017/18 to 2021/22 Indicators: All employment and education destination measures Filters: Community Learning provision type |
| Community learners by demographics - 2021/22 | Academic year: 2021/22 Indicators: All employment and education destination measures Filters: Sex, Ethnicity, age band |
Data on earnings outcomes will be added as an update to this publication in January 2025, as a revised methodology to improve accuracy is currently being developed.
'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.
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 learners born in 1988 or later.
Of the 774,780 learners achieving their further education aim in 2021/22, 272,110 (35%) were born in 1988 or later, and had a full educational history recorded by the department.
The rest of the analysis in this section relates specifically to this group of younger learners.
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 774,780 learners in 2021/22, 64,150 (8%) were younger learners with 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.
What do we mean by benefit learners?
Benefit learners are defined as those in the following benefit groups at the start of their learning aim:
- Income Support
- Job Seekers Allowance
- Universal Credit - Searching for work
- Universal Credit - Working with requirements
- Universal Credit - Working with no requirements
- Universal Credit - Preparing for work
- Universal Credit - Planning for work
- Employment and Support Allowance - Work Related Activity Group
Just over a third (35%) of learners were on benefits at the start of their learning. Of these 273,500 benefit learners:
Learners who achieved in 2021/22 and who were on benefits at the beginning of their learning aim were more likely to have a destination that was not sustained (20%) compared to learners who were not on benefits (9%). They were also more likely to be on benefits only with no positive destination (12%) compared to learners who were not on benefits at the start of their learning aim (1%).
The outcomes of benefit learners varied greatly depending on the type of provision completed:
Ethnicity data has been collected by providers in the Individualised Learner Record (ILR) and has been presented in accordance with the Government Statistical Service harmonised ethnicity categories. More information is available in the government standards for ethnicity data (opens in a new tab).
There is a skew towards lower-level qualifications for learners from ‘other ethnic groups’, where 72% of learners undertook an Entry or Level 1 aim compared to 28% 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 ‘National destinations of FE & Skills learners by demographics (NAT01)’ .
The following tables also offer a range of useful breakdowns:
| File subject | What is available in the file |
|---|---|
| Destinations by ethnicity - 2017/18 to 2021/22 | Academic year: 2017/18 to 2021/22 Indicators: All employment and learning destinations Filters: Ethnicity |
| Destinations by benefit learner status - 2017/18 to 2021/22 | Academic year: 2017/18 to 2021/22 Indicators: All employment and learning destinations Filters: Benefit learner status |
| Destinations by learning difficulty status - 2017/18 to 2021/22 | Academic year: 2017/18 to 2021/22 Indicators: All employment and learning destinations Filters: Learning difficulty status |
| Destinations by sex - 2017/18 to 2021/22 | Academic year: 2017/18 to 2021/22 Indicators: All employment and learning destinations Filters: Sex |
The following tables offer a range of useful breakdowns for geographical data.
Cohort available in data files
Please note that the cohort included in these tables is all FE learners aged 16+, rather than the cohort reported on in the rest of this publication (19 + education & training learners, all age apprenticeship and traineeship learners). The data files include 16 to 18 year old education and training learners who have not been included in the publication and for this reason national figures in these files will differ to those reported in the publication.
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 - 2021/22 | Geography: Local Authority District Academic year: 2021/22 Indicators: Destination measures |
| Destinations by local education authority - 2021/22 | Geography: Local Education Authority Academic year: 2021/22 Indicators: Destination measures |
| Destinations by English devolved area - 2017/18 to 2021/22 | Geography: English Devolved Area Academic year: 2017/18 to 2021/22 Indicators: Destination measures |
| Destinations by local enterprise partnership - 2017/18 to 2021/22 | Geography: Local Enterprise Partnership Academic year: 2017/18 to 2021/22 Indicators: Destination measures |
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 |
|---|---|
Local Authority level destinations by demographics (LAD01) | Geography: National, Regional, Local Authority District Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Age band, sex, learning difficulty status, provision type, level of learning, T level flag |
| Local Authority level destinations by sector subject area (LAD02) | Geography: National, Regional, Local Authority District Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2, T level flag |
| Local Education Authority level destinations by demographics (LEA01) | Geography: National, Regional, Local Education Authority Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Age band, sex, learning difficulty status, provision type, level of learning, T level flag |
| Local Education Authority level destinations by sector subject area (LEA02) | Geography: National, Regional, Local Education Authority Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2, T level flag |
| English Devolved Area level destinations by demographics (EDA01) | Geography: National, Regional, English Devolved Area Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Age band, sex, learning difficulty status, provision type, level of learning, MCA funded aim, T level flag |
| English Devolved Area level destinations by sector subject area (EDA02) | Geography: National, Regional, English Devolved Area Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2, MCA funded aim, T level flag |
Local Enterprise Partnership level destinations (LEP01) | Geography: National, Regional, Local Enterprise Partnership Academic year: 2017/18 to 2021/22 Indicators: Destination measures Filters: Provision type, level of learning, sector subject area tier 1, sector subject area tier 2, T level flag |
Cohort available in data files
Please note that the cohort included in these tables is all FE learners aged 16+, rather than the cohort reported on in the rest of this publication (19 + education & training learners, all age apprenticeship and traineeship learners). The data files include 16 to 18 year old education and training learners who have not been included in the publication and for this reason national figures in these files will differ to those reported in the publication.
You can create your own tables looking at different provider level breakdowns by using the table builder tool to explore the following data files.
| File subject | What is available in the file |
|---|---|
| Provider level destinations by benefit status (PRV01) | Data Level: Provider Academic year: 2017/18 to 2021/22 Learner type: All learners Indicators: Destination measures Filters: Provider type, provision type, benefit learner status |
| Provider level destinations by demographics (PRV02) | Data Level: Provider Academic year: 2017/18 to 2021/22 Learner type: All learners Indicators: Destination measures Filters: Provider type, provision type, level of learning, age band, sex, benefit learner status |
| Provider level destinations of community learners (PRV03) | Data Level: Provider Academic year: 2017/18 to 2021/22 Learner type: Community learners only Indicators: Destination measures Filters: Provider type, provision type, age band, benefit learner status |
| Provider level destinations by sector subject area (PRV04) | Data Level: Provider Academic year: 2017/18 to 2021/22 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 |
| Provider level progression of younger learners (PRV05) | Data Level: Provider Academic year: 2017/18 to 2021/22 Learner type: Younger learners only (born in or since 1988) Indicators: Destination measures Filters: Provider type, provision type, level of learning, age band, sex, learning difficulty status, benefit learner status |
You can create your own tables looking at different qualification level breakdowns by using the table builder tool to explore the following data files.
As outlined above, national level figures in these files will differ from the figures reported on within the rest of this publication as the data files contain all FE learners aged 16+ (i.e. including 16 to 18 year old education & training learners not reported on within the rest of the publication)
| File subject | What is available in the file |
|---|---|
| Qualification level destinations (QUA01) | Data Level: National, qualification Academic year: 2017/18 to 2021/22 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, T level flag |
| Qualification level progression of younger learners (QUA02) | Data Level: National, qualification Academic year: 2017/18 to 2021/22 Learner type: Younger learners only (born in or since 1988) 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, T level flag |
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 (opens in a new tab) or the UK Standard Industrial Classification (SIC) Hierarchy (opens in a new tab).
Reporting cohort for industry data
In contrast to the rest of the publication, this section covers outcomes for all FE learners aged 16+. In other words, it includes data on 16 to 18 year olds achieving education and training aims who have not been reported on in other sections of this publication.
Of the 767,640 FE learners aged 16+ who had a sustained employment destination in 2022/23:
We have developed a dashboard to allow users to effectively interrogate the industry data and create bespoke tables. The underlying data files are also available in the ‘Explore data and files’ section of this release, and in the table tool.
To view the industry dashboard, please use the following link: Further Education Outcomes Industry Dashboard (opens in a new tab).
The dashboard has two main pages looking at the flow of learners between learning and industry of employment:
If you have any feedback or suggestions for improvements on this dashboard, please submit them using our feedback form (opens in a new tab).
The other sections of this publication cover only 16 to 18 year olds achieving apprenticeship or traineeship aims, not those achieving education and training aims. However, data for all 16 to 18 year olds is available in the underlying files, and is included in this section.
There were 549,370 FE learners aged 16 to 18 who achieved their aim in 2021/22, including 532,010 education and training learners who have not been reported on in other sections of this publication.
In general, sustained positive destination rates for 16 to 18 year old learners have remained fairly stable over time.
Almost all (97%) of the 16 to 18 year old further education cohort had achieved an education and training aim in 2021/22. The number achieving an apprenticeship aim was much lower but apprenticeship learners had the most positive outcomes overall. Apprenticeship learners aged 16 to 18 had an overall sustained positive destination rate of 91%, compared to 85% for education and training learners and 66% for traineeship learners.
Apprenticeship learners were the most likely to move into sustained employment (89%) in 2022/23 and were the least likely to move into further learning (23%). In contrast, education and training learners were the most likely to move into sustained further learning (65%) and were least likely to move into sustained employment (50%).
| Publication | Description |
|---|---|
| Key Stage 4 destination measures | Data on students going into education, employment and training destinations after completing Key Stage 4 study. |
| 16 to 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. |
Find out how and why we collect, process and publish these statistics.
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.
Our statistical practice is regulated by the Office for Statistics Regulation (OSR).
OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to.
You are welcome to contact us directly with any comments about how we meet these standards. Alternatively, you can contact OSR by emailing regulation@statistics.gov.uk or via the OSR website.
If you have a specific enquiry about Further education outcomes statistics and data:
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