Supporting diverse skills pathways through regulation, funding and partnership

The OfS’s continued commitment to supporting the diversity of pathways that meets skills needs is clear in our new strategy and associated roadmap. Our approach aligns with the direction of travel set out in the government’s post-16 white paper, and it supports the changing needs of students, employers and the economy.

How universities and colleges are funded to support this diversity is important. The lifelong learning entitlement (LLE) will support an increased diversity of available pathways to learners and is another evolving part of the skills sector which we are busy preparing for. This includes recently running a consultation proposing the disapplication of selected conditions of OfS registration for colleges where the Department for Education (DfE) already has robust oversight. The consultation responses are still being analysed but, if we proceed in removing certain requirements, we hope to reduce regulatory overlap and make the registration process much easier for new institutions.

Funding competitions are another avenue we use to support and grow diverse skills pathways by targeting specific higher education programmes and types of learners. The most recent example of this is the competition we launched last month with the Ministry of Defence to support defence-related skills courses.

The current round of OfS capital funding is also directly strengthening skills pathways across priority sectors, with institutions upgrading important facilities which learners need to progress into training and employment. At Lancaster University, a new immersive simulator is creating clear progression routes into nuclear engineering and cyber security. Investment at LIPA and Arts University Bournemouth is expanding creative and digital pathways, from AI-enabled production to global filmmaking skills. Durham University’s developments in digital media, automation and sustainable materials are opening opportunities in emerging technology sectors, while Aston University’s upgraded biosciences labs are strengthening pipelines into genomics, diagnostics and NHS-aligned life sciences roles.

Circulating best practice amongst institutions can further strengthen diversity. Lessons learned from our previous funded competitions include examples of success and progress but also challenges to delivery. We believe that others in the sector may usefully learn from some of the following findings and reflections as they develop their own approaches, and when considering bidding for future competitive funding rounds.

Findings from OfS-funded initiatives

Evaluations from our funded programmes have demonstrated how targeted investment can transform pathways for learners, employers, and institutions offering valuable insights for the sector. Across degree apprenticeships, AI and data science conversion courses, knowledge exchange projects and validation pilots, success is being demonstrated by shared principles of: clear purpose, co-production, strong governance and flexibility.

Institutions have reported that our funding enabled them to scale provision, innovate delivery, and embed inclusive practices. Dedicated roles for employer engagement, sprint-based curriculum design, and co-created content illustrated how flexible approaches can often overcome structural barriers within institutions. These strategies not only accelerated growth but also at times demonstrated a shifting of mindsets within institutions such as moving activities like knowledge exchange from the margins of institution activity to the mainstream and fostering internal collaboration.

Inclusive design and targeted financial support proved beneficial to programme participants. Scholarships for AI and data science courses opened doors for underrepresented groups, with significant participation from women, disabled students, and those from non-STEM backgrounds. Similarly, paid internships and flexible models in knowledge exchange projects removed barriers and boosted confidence while validation pilots supported colleges to meet local skills needs. These examples highlighted the importance of wrap-around support and targeted approaches to widening access and participation.

Employer engagement also emerged as consistently enabling success, adding value through mentoring, co-design and real-world projects. However, organisational capacity constraints and competing priorities often limited employer involvement, highlighting the need for scalable, industry-led models and early employer engagement. Institutions themselves also expressed facing operational challenges: short funding windows clashing with recruitment cycles, lengthy validation processes for new courses and resource pressures from large student intakes. These challenges pointed to the importance of efficient governance, streamlined processes and sustainable funding to maintain momentum.

For institutions and other stakeholders, the overarching lesson so far from our evaluations is clear. The most successful projects are supported by purposeful design, strong partnerships and adaptability. Practical steps, such as embedding inclusive practices, investing in employer relationships, and planning for scalability, can turn short-term projects into lasting change and allow for sustainability beyond our funding. As one institution involved in the first wave of the degree apprenticeship funding competition reflected, ‘It’s caused us to collaborate more within the organisation… and that will definitely be a lasting legacy.’