School returns State funded schools employing more than staff and not maintained by a Local Authority e. Data from schools that have made at least one return in or show: 1. Wider schools estimate It is not possible to report against the target for schools as a group.
Of these 13, starts: Trainees aged under 19 accounted for nearly three-quarters 8, Females accounted for Conversion into apprenticeship starts Statistics on conversion rates from traineeships into apprenticeship starts were first published in November and remain unchanged. National achievement rate tables. Things you need to know about this release Care should be taken when comparing outcomes with previous years.
Impact of the pandemic in apprenticeship achievement rates Care should be taken when comparing with previous years due to the effects of the pandemic. Impact of the pandemic on data collection Additionally the methodology for creating achievement rates has been partially effected in two ways.
Impact of the transition from frameworks to standards When looking at achievement rates it is important to consider the impact of structural change in the nature of the provision resulting from the transition of frameworks to standards.
Apprenticeships overall achievement rates for frameworks and standards. Overall achievement rates by ethnicity The figures in this section cover the achievement rates for those learners who are from a Black, Asian, or minority ethnic BAME background.
Changes for the to reporting year At the start of each academic year, the business rules by which QARs will be calculated for that year are published. Create your own tables You can create your own tables in the table builder using the achievement rates data. Apprenticeship Service and monthly transparency data. Of which: Commitments associated with the apprenticeship service accounts of levy-paying organisations represented Commitments associated with the apprenticeship service accounts of non-levy-paying organisations represented Commitments may be recorded or revised on the Apprenticeship Service system after the training start date has passed.
Data for recent months i. August and September should be treated as highly provisional and will be subject to further revision as more commitments are recorded on the apprenticeship service system.
Additionally, data for previous academic years will be revised as details are updated by employers on the apprenticeship service. Comparable commitments data to last year are not available as on 9 January the Apprenticeship service was extended to all employers that do not pay the levy to register and reserve funds. Prior to January it was only possible for non-levy organisations to set up apprenticeship service accounts and have commitments in order to utilise levy transfers, whilst a limited number of non-levy organisations registered accounts as part of testing in preparation for the extension of the service to all employers.
From 1 April , all new apprenticeship starts at both levy-paying and non-levy paying organisations are via the apprenticeship service.
This means all data should be treated as provisional. Create your own tables You can create your own tables in the table builder using the commitments data. Note: The levy-paying status of an account is based on the latest information held and therefore may subsequently change. Accounts with limited functionality are excluded from these figures as they cannot be used for funding purposes. Limited functionality accounts can subsequently be upgraded to full functionality, for instance when a levy-paying organisation registers their Pay As You Earn PAYE account number and legal entity.
In these cases, the fully functional account will retain the original registration date. There is no direct relationship between apprenticeship service accounts and employers. An employer may have more than one apprenticeship service account, whilst accounts set up by levy-paying employers can be associated with more than one PAYE scheme.
Prior to 09 January it was possible for employers that do not pay the levy to set up apprenticeship service accounts. For instance, in order to utilise apprenticeship levy transfers. Additionally, some employers registered accounts as part of testing in preparation for the extension of the service to all employers that do not pay the levy. Organisations can create accounts at any point, and these are reported here.
Not all accounts will be active in terms of funding apprenticeships. By 31, non-levy paying apprenticeship service accounts. Supported by providers. By 62, non-levy paying apprenticeship service accounts.
Note: The reservations and their associated information are based on information obtained from the apprenticeship service as of 29 September Deleted reservations are those that have been actively withdrawn by the account holder, whilst expired reservations are those that have not turned into a commitment within 3 months of the apprenticeship start date detailed within the reservation. Of these transferred commitments, Of these 7, transferred commitments, Additional analysis.
The number of unique organisations receiving a payment has been The number of unique learners who have received an incentive payment for an employer has been Create your own tables You can create your own tables in the table builder using the find an apprenticeship adverts and vacancies data. Find apprenticeship training For employers looking to take on apprentices, see find apprenticeship training. The service can be used to: Search for apprenticeship training by job role or keyword Find training providers who offer the apprenticeship training you choose Find a named training provider you want to use.
Please note: These are experimental statistics and rely on website analytics and the method of processing these is subject to change and provide an indication of the engagement with the Skills Toolkit website and campaign, designed to encourage users to access free online learning resources during the COVID pandemic to build new skills or get a new job.
These statistics are being provided for transparency purposes and there are data limitations users need to consider around provider reporting and collection approach, which will result in an incomplete picture of all learning activity resulting from the Toolkit website. In the March update, the provider Corndel amended the methodology they used to improve their count of users and updated historic figures for the period covering September to December , reducing the number of registrations for that period by 1, This downloadable file excludes provider data where this had not been validated by the time of reporting.
This detailed csv file will be updated alongside the main quarterly releases, whereas total figures for registrations and completions are provided monthly. The Skills Toolkit webpages are hosted on gov. Course registration is undertaken on course provider websites. Course providers supply data to the DfE for learners registering on their courses where they are satisfied they have done so through the Toolkit website.
DfE do not receive data from course providers on the country the learner accessed the course from, but we expect this to be the UK in most cases.
Course providers collect data on registrations and completions to their courses through various methods and separately submit returns to the Department for Education relating to The Skills Toolkit. These returns are then assessed and aggregated. Estimates are provisional as there may be a lag in data reporting.
All providers are asked to outline their methods of reporting and explain why they are confident that the figures they provide represent an accurate view of the number of course registrations they have received, as a result of The Skills Toolkit. Provider reports are then checked for unusual patterns. The numbers provided only include data which, are deemed robust enough for including at this stage, so may not including some genuine registrations and is likely to represent an undercount of the true number.
Course completions data are provided by providers in the same way registrations are and are subject to the same caveats. Additionally, not all providers are able to accurately report course completions, either because of the course format, e. Further to this, how providers record completions and define what a completion is can vary, and again depending upon the course format for e.
Providers are requested to provide similar assurances for information including completions made via their data returns. Providers are not required to adhere to a specific approach because courses are structured differently and have different content, so learners engage with them in different ways which necessitates different approaches to calculating starts and completions.
Since the July update to this release where course providers collectively reported , course registrations a month after the Toolkit was launched, some course providers have made The Skills Toolkit team aware of issues in their reporting. For example, providers have made changes to their analytics software and to the structure of their websites affecting the number of course starts they report.
As a result, the number of registrations was revised down in our October release to be, as of 30 September there have been 97, course registrations and 1,, page views. As part of the expansion of The Skills Toolkit in September , we improved the reporting and quality assurance processes. As part of this work, we have identified issues with 12 courses and have removed these from our reported number of registrations.
As a result, we are now collecting more robust estimates of registrations and completions, but we continue to work with providers on improving this further.
Interactive data visualisation tool. Methodology Find out how and why we collect, process and publish these statistics. Further education and skills statistics: methodology Go to top. National Statistics. Designation signifying their compliance with the authority's Code of Practice for Statistics which broadly means these statistics are: managed impartially and objectively in the public interest meet identified user needs produced according to sound methods well explained and readily accessible Once designated as National Statistics it's a statutory requirement for statistics to follow and comply with the Code of Practice for Statistics to be observed.
Contact us Ask questions and provide feedback. Print this page. Latest headlines - age and level. Annual headlines - detailed series. Learner characteristics - detailed series. Learner characteristics - deprivation by starts.
Learner characteristics - deprivation by participation. Learner characteristics - learning difficulties and or disability. Subjects and levels - detailed series. Subjects and levels - standards and frameworks. Subjects and levels - learner demographics. Subjects and levels - apprenticeship levy. Geographical breakdowns - detailed reported to date. Providers - latest detailed series. Achievement rates - demographics.
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Team or Enterprise Premium FT. Pay based on use. Does my organisation subscribe? Group Subscription. It will help us if you say what assistive technology you use. Apprenticeship demographic and sector subject area PivotTable tool: starts and achievements to , to to MS Excel Spreadsheet , 60MB This file may not be suitable for users of assistive technology. Apprenticeships geography and sector subject area PivotTable tool: starts and achievements to MS Excel Spreadsheet , Apprenticeships provider, provider type, sector subject area by academic quarter PivotTable tool: starts and achievements to MS Excel Spreadsheet , Monthly apprenticeship starts by sector subject area, framework or standard, age, level, funding type and degree apprenticeship to MS Excel Spreadsheet , 3.
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Apprenticeship detailed demographic and sector subject area PivotTable tool: starts and achievements Q3 to MS Excel Spreadsheet , 6. Apprenticeships by region and sector subject area: participation to to Q3 to MS Excel Spreadsheet , KB This file may not be suitable for users of assistive technology. Become an apprentice. How apprenticeships work Apprenticeships combine practical training in a job with study. Levels of apprenticeship Apprenticeships have equivalent educational levels.
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