Lifelong Learning (S.R.3/2026): joint response of the Minister for Education and Lifelong Learning and the Minister for Sustainable Economic Development

Findings

Comments

1

Highlands College remains the primary hub for vocational learning, delivering around  90%  of  provision. Apprenticeships  span  sectors  such  as construction,  hospitality,  early  years, engineering, and hairdressing.

Agreed

2

Private  sector  training  exists  but  is fragmented and largely led by individual organisations.  Provision  is  uneven across  sectors  and  lacks  a  coherent ecosystem

The  relocation  of  the  Highlands campus  creates  an  opportunity  to explore  how  independent  training providers  could  be  better accommodated,  supporting collaboration  and  potential economies of scale.

Private  providers  remain independent  businesses,  so Government  cannot  mandate cohesion across the sector, but closer links between Skills Jersey and these providers  could  strengthen  public messaging and improve visibility of available learning options.

3

There is no central information point for apprenticeships and vocational opportunities. Learners and employers cannot easily see the full range of options across public and private providers.

Skills  Jersey  is  the  central information point for apprenticeships and  vocational  opportunities  in Jersey.

The  department  promotes opportunities through social media, the Jersey Skills Show, and careers advice which is delivered in schools and is available to all adults.

4

Apprenticeship  participation  varies significantly by sector. Some pathways are growing while others are in decline, indicating  misalignment  between provision and labour-market demand.

Skills Jersey monitors apprenticeship participation  across  sectors  and works with employers and providers like Highlands to understand shifts in demand.

A decline in participation does not automatically  indicate  reduced labourmarket  demand  or  any

misalignment;  it  can  also  reflect lower  interest  from  prospective learners.

A  transition  period  is  always appropriate  before  any  course closure, to confirm whether reduced uptake  reflects  genuine  change  in industry  need  or  a  temporary fluctuation,  and  this  process  is followed  before  any  decisions  are made.

5

Care  apprenticeships  have  declined despite rising workforce needs, but no research has isolated the causes.

The reduced enrolment recorded in 2024 reflected a misunderstanding on financial support available following a  change  in  a  stafftraining coordinator role.

Skills Jersey has since worked with the team to clarify available financial support,  and  enrolments  for  2025 have returned to usual levels.

6

The  Government  of  Jersey  holds quantitative data on apprenticeships but lacks  qualitative  insight  into motivations and barriers for learners and providers.

Skills  Jersey  already  gathers qualitative  insight  through  regular engagement  with  industry,  learners and providers. This insight informed the  priority  funding  of  the  Skills Development  Scheme  and  will  be shared  more  widely  through forthcoming  Skills  Improvement Reports.

Qualitative  insight  on apprenticeships and young people's views  on  vocational  options  was gathered  through  consultation activity  in  2025  with  findings published early 2026.

7

Jersey  is  highly  exposed  to  UK qualification reforms due to curricular and awarding-body alignment. Changes to Level 3 pathways directly affect local continuity,  choice,  and  suitability  of vocational pathways. The withdrawal of BTECs  risks  narrowing  choice  and flexibility  for  learners.  Even  gradual phase-out  in  England  undermines  the support  system  (awarding  bodies, resources, training) that Jersey relies on.

Jersey is affected by UK qualification reform,  and  changes  to  Level  3 pathways do present potential risks but also opportunities.

The  withdrawal  of  some  existing qualifications may reduce choice, but new options such as the forthcoming V  Levels  also  create  potential  to broaden the local offer. Particularly the  potential  to  combine  academic and vocational qualifications.

Following the announcement of the outcomes of the post-16 review in December  2024,  proactive engagement began with other Crown Dependencies  and  UK  officials  in early 2025.

This  engagement  will  continue, recent  developments  have  secured qualification stability until 2029.

8

Key  details  about  V  Levels  remain unclear. If they mirror T Levels, they may  be  unsuitable  for  Jersey  given extensive placement demands. T Level style  placement  requirements  are impractical in a small jurisdiction.

The  design of V Levels is  still in development;  there  is  currently  no indication that they will include the same  industry  placement requirement as T Levels.

UK consultation materials describe V Levels  as  smaller,  A  Level  sized qualifications intended for students who wish to explore options rather than specialise, whereas T Levels are larger,  specialist  programmes  that explicitly require a 45-day industry placement. No such requirement has been indicated for V Levels at this stage.

9

The Panel found that vocational learning opportunities are available to 14- to 16- year-olds  from  only  two  secondary schools, due to the capacity issues at Highlands College.

Agreed.  The  relocation  of  the Highlands  campus  presents  an opportunity  to  scope  capacity  to expand this programme.

10

Stakeholder  experiences  indicate  that accessibility  challenges  are  not  fully reflected in official monitoring. Lived experiences highlight persistent barriers despite  assurances  of  increasing inclusivity.

Challenges  for  mature,  mid-career learners  seeking  modular,  flexible, part-time  options  to  fit  around existing  commitments  are acknowledged. It is also noted that outcomes  for  students  with  SEND remain  strong,  with  289  receiving targeted  support  last  year,  92% reporting  improved  independent study  skills  and  95%  increased confidence  in  their  skills  and knowledge.

.

11

Adult participation in apprenticeships is strong,  but  gender  imbalance  is pronounced.  Around  three-quarters  of apprentices are male, contrasting with

Agreed

more  gender  balanced  sixth-form participation.

12

Neurodivergent  learners  face environmental, structural, and support- related  barriers.  Access,  adjustments, and  continuity  of  support  remain inconsistent across settings.

Noted

13

Adult  learners,  especially  mid-career and women, face significant cost and flexibility  barriers.  Limited  part-time and  modular  options  and  income constraints  inhibit  participation  and progression.

Noted

14

Financial barriers remain significant due to  upfront  fees,  lost  earnings,  and limited support for retraining and career changers.  These  pressures disproportionately affect adults seeking to re-enter or pivot within the labour market.

The  Skills  Development  Scheme provides  targeted  support  for providers  and  learners,  including setup  funding  and  tuitionfee subsidies.  These  subsidies  are generally  not  restricted  by  prior qualifications,  and  funding  can support retraining or career change where there is clear evidence of a skills shortage. Support must balance individual  aspirations  with  the Island's  identified  skills  needs,  as funding multiple qualifications at the same  level  without  labourmarket justification would place pressure on budgets  and  divert  resources  from essential  services  without  an evidenced return.

15

Adult  education  programmes  at Highlands  show  high  completion  and attainment.  Where  learners  enrol, outcomes  are  generally  positive, indicating good delivery quality.

Agreed

16

Routes for reskilling and career-changes are limited outside core sectors. Entry- level  pathways  are  clearer  in construction,  hospitality,  hair  and beauty, and health and social care than in other fields.

Entry  level  vocational  routes  are naturally  strongest  in  sectors  with sustained  employer  demand  and established  apprenticeship frameworks.

Publicly funded provision for adults must reflect this demand to ensure programmes are viable and deliver value  for  learners  and  employers. While pathways in some emerging or specialist  fields  may  be  less developed,  this  reflects  differing levels of industry need rather than a

lack  of  commitment  to  wider reskilling.

Skills Jersey along with Highlands continues to work with employers to identify evolving requirements and to support  development  of  pathways where  evidence  shows  growing demand

17

Private  providers  meet  recognised standards  but  face  resourcing challenges. Operating without subsidies or  structured  support  constrains sustainability and growth.

The Panel will be aware of the next steps in policy development identified in the recently published report Apprenticeship Funding: Stakeholder Perspectives.' A revised grant structure is already in development, including options to broaden access and support higher-cost subjects. [1]

Support for growth is also available through the Skills Development Scheme, which can help meet the upfront cost of establishing new courses in identified skills shortage areas.

18

Employer  engagement  is  distributed across  multiple  bodies  rather  than centrally coordinated. This diffuses data gathering  and  can  delay  coherent system-level responses.

Skills Jersey is the central lead for employer engagement on behalf of Government. Strong and consistent industry  participation  across programmes  such  as  Trident,  the Higher  Education  Fair,  the  Jersey Skills  Show,  and  career  insight presentations  with  guest  speakers from  industry,  demonstrates  an effective  working relationship with employers.

Skills  Jersey  officers  also  work closely with policy colleagues in the Cabinet  Office  and  the  Economy Department.

Joint work is delivered through cross department officer groups, ensuring coordinated engagement activity.

19

Direct financial support for employer- led  training  is  limited  beyond apprenticeships. Existing schemes tend to  fund  programmes  rather  than employer-specific upskilling.

The  Skills  Grant  provided  through the Better Business Grant by Jersey Business (which supports businesses adjust to the living wage in 2025 and 2026), provides grants to employers for  training  that  builds  leadership, digital  capability,  or  operational skills. This does not name specific programmes but provides grants to employers  for  training  they  have identified  as  beneficial  to  their business

20

Vocational  routes  at  Levels  2–3  for young entrants are well established and perform strongly. These pathways are a reliable entry point into work.

Agreed

21

Progression  beyond  Level  3  is  often unclear, with gaps at higher technical and  degree  levels.  Limited  local pathways  constrain  advanced  skills development.

The  Minister  for  Education  and Lifelong Learning notes that level 4 and above is higher education and therefore  outside  the  scope  of  the review as defined by the panel.2

Availability of programmes beyond Level 3  is driven by demand, and local pathways are therefore focused on  areas  where  employer  need supports viable delivery.  

Highlands,  working  with  Skills Jersey  and  industry,  already  offers higher level routes in construction, counselling,  engineering,  education related  professional  development, business and leadership, accounting, social work, sport, and digital, with pathways in nursing, midwifery and operating  department  practice supported  through  the  Health  and Care Jersey Education Department.  

In other specialist fields where the employment  base  is  too  small  to sustain  on  island  provision,  higher level study can be pursued through distance learning combined with on- the-job training or periodic off island training. Financial support for higher level technical or degree courses does

not require training to be delivered locally,  allowing  individuals  and employers  to  identify  the  most suitable progression route.

22

The  skills  element  of  the  Better Business  Support  Package  under- performed under a 50:50 match model. The programme ends on 31 December 2026, prompting the need for redesign to improve uptake.

Noted.

23

Eligibility  for  the  Better  Business Support  Package  lacks  clarity  among stakeholders.

Eligibility  for  the  Better  Business Support Package, aimed to support employers  transition  to  the  living wage in 2025 and 2026, was clearly communicated through Government and Jersey Business Limited (JBL) announcements and in multiple ways.

Specifically,  Jersey  Business  has delivered a consistent multi-channel communications  programme throughout  2025  specifically designed to raise the grant scheme's profile, explain eligibility and guide applicants. This will continue during 2026.

14  in-person  information  sessions (667 attendees), plus  various  other events  across  the  year,  provided repeated opportunities for businesses to  receive  clear,  inperson explanations of eligibility.

The BBG webpages received 5,653 views overall, with 4,200 views of specific  guidance.  The  Eligibility Checker was used 1,739 times. This demonstrates  strong  access  to  and stakeholder use of clear project and eligibility information.

In  terms  of  public  campaigns,  the We'll Fund the Rest' campaign, for example,  simplified  the  offer  and reinforced  key  eligibility  messages across  digital,  social  and  physical channels.

There was also targeted messaging around  the  BBG  funding.  Blogs, social posts, newsletters (with 12.7% subscriber  growth)  and  a BBGfocused email (25 March 2025) with  a  56.7%  open  rate  show stakeholders were not only reached but engaged. Other outreach included supplier  activation  events,  JEP supplements and engagement with 13 skills  providers  ensured  reach  and consistent understanding across the whole delivery network.

Very high application activity shows eligibility  was  clearly  understood. 305  total  applications,  with  237 approved,  demonstrates  that businesses  clearly  understood eligibility  well  enough  to  apply successfully.  Jersey  Business  also supported those that didn't fully meet the eligibility criteria, working with applicants to help them understand the scheme further and to reassess how their applications and projects might  be  improved  to  be  more aligned.

Applicants rated the process highly. Jersey Business's NPS score is 93%. This NPS level indicates that there were  clear  expectations  and  user experience was positive.

24

Sole traders without staff are excluded from  the  Better  Business  Support Package due to wage-linked criteria. No support  exists  for  sole-person businesses to hire their first employee, apprentice,  or  trainee.  This  creates  a structural barrier to expanding training capacity in the economy and passing on skills in more niche sectors.

This is incorrect.

Sole-person  businesses  who  hire their  first  employees,  and  thereby cease to be sole-traders, are eligible under  the  Better  Business  Support Scheme.

25

The  Highlands  College  estate  is outdated  and  constrains  industry- standard delivery. Facilities limit access to modern equipment and limit the range of  courses.  The  estate  presents

Agreed. The proposed relocation of Highlands College to St Helier is a priority  of  the  Investing  In  Jersey Programme  announced  in  August 2025. This presents an opportunity to

significant barriers for accessibility and inclusivity.

provide the island with a modern, fit- for-purpose campus.

26

The  absence  of  a  shared  lifelong- learning hub reduces coordination and visibility. A central hub could enable collaboration,  signposting,  and economies of scale.

Agreed. Capacity to establish a hub' that accommodates both state-funded and  private  providers  will  be considered  as  part  of  the  scoping work to relocate Highlands College.

27

Funding rules are complex and difficult to  navigate.  Ambiguity  around eligibility,  pathways,  and  exceptions causes confusion for parents, learners, employers, and providers.

There  is  limited  evidence  from submissions  that  funding  rules,  in general, are complex or difficult to navigate.  Most  comments  instead relate  to  circumstances  where funding is unavailable or capped for specific  groups  or  qualifications, which  reflects  the  correct  and intended  application  of  existing policy rather than ambiguity in the rules themselves.

There is recognition that 2 separate schemes which fund apprenticeships based on qualification level can cause confusion  and  moving  toward  a single, unified approach would help improve  clarity  and  public understanding.

28

Restrictions on second-degree funding limit adult retraining even in shortage areas. This caps workforce mobility and slows responses to emerging needs.

The  Minister  for  Education  and Lifelong  Learning  notes  that university  degrees  are  outside  the scope of the panel's review.

It is not clear from the submissions whether  restrictions  on seconddegree funding are affecting adult retraining in shortage areas.

Where  workforce  pressures  were mentioned, no analysis was provided to  show  that  these  constitute recognised  skills  shortages  or  that additional  degreelevel  training would address them.

It  was  not  demonstrated  that  the issues arise from a lack of support for a  second  degree  rather  than  from factors more typical of labourmarket shortages, such as high staff turnover or limits on employers' capacity to

recruit and supervise newly qualified and inexperienced staff.

29

Skills  forecasting  is  limited  and inconsistent across sectors. Without a stronger  evidence  base,  policy  and commissioning  risk  lagging  market shifts.

Skills  analysis  undertaken  through Skills  Jersey  is  consistent  and informed by a robust evidence base.

A strengthened analytical approach was introduced in 2025 as part of the redesign of the Skills Development Scheme, ensuring that decisions draw on both quantitative  labour market data  and  qualitative  insight.  This includes  analysis  of  sector  trends, vacancy  patterns  and  participation rates,  combined  with  regular engagement with employers, training providers,  and  insight  from  Skills Jersey's  careers  and  mentoring teams.

External  intelligence  is  also reviewed,  including  the  UK's published shortage occupation data and  the  European  Centre  for  the Development  of  Vocational Training's Skills Forecast, to ensure that  local  analysis  is  informed  by wider  macroeconomic  trends  but interpreted  through  the  context  of Jersey's  specific  needs.  This combined  approach  provides  a consistent  basis  for  identifying emerging requirements, and findings will  be  shared  publicly  through forthcoming  Skills  Improvement Reports

30

The economy's volatility reinforces the need for transferable, adaptable skills. Future-proofing  skills  will  help individuals transition across roles and sectors.

Noted, this is a phenomenon which can be observed worldwide.

31

Learners  and  employers  face comparatively  high  costs  with  no statutory  entitlements.  This  reduces participation  and  makes  provider planning more precarious.

It is not clear from submissions that the absence of statutory entitlements is reducing participation, nor did they quantify  how  many  learners  chose not to enrol due to costs.

A range of free or subsidised options is already available through policy,

including free sixth form education for  those  under  19,  apprenticeship support, the statutory Skills Bursary, and the Skills Development Scheme. Higher apprenticeship costs tend to arise  where  fees  exceed  available support,  which  can  occur  for  the small number training with private providers rather than Highlands; this is  being  considered  as  part  of  the development  of  a  revised apprenticeship subsidy scheme.

Some funding gaps are noted, such as professional  qualifications  outside apprenticeship  or  higher  education routes  and  second  chance  adult learning such as maths, English, and access to higher education courses. Addressing these specific gaps is the key  issue,  regardless  of  whether support is delivered through policy or statutory entitlement.

32

Vocational  routes  remain  culturally undervalued  relative  to  academic pathways.  Perceptions  hinder  uptake and  recruitment,  unlike  in  countries where  vocational  education  is  valued highly.

There is recognition that perceptions of vocational learning are influenced both by the separation of academic and vocational routes in the current curriculum  and  by  the  need  to modernise  the  vocational  learning environment.

Planned  investment,  including  the relocation  of  Highlands,  will  help update  facilities,  while  greater collaboration  between  post-16 providers could reduce the structural divide  that  reinforces  comparisons between the two pathways

33

Provision is not sufficiently aligned to emerging  skills  (digital,  regulatory, sustainability, AI). A coordinated, data- driven  labour-market  intelligence approach is needed to close widening skills gaps.

The  Minister  for  Education  and Lifelong  Learning  notes  only  one submission  raised  concerns  about emerging skills such as digital, AI, and sustainability, and there was little broader  evidence  that  demand  in these areas is not being met.

Existing provision already includes digital  and  AI  courses  through Highlands  College  and  Digital

Jersey,  alongside  leadership, management  and  accounting programmes at Highlands that embed themes  such  as  corporate responsibility,  ethics  and  wider sustainability  considerations,  with content shaped by professional body standards.  Sustainability  is  also supported  on  the  technical  side through  provision  linked  to  low carbon  and  infrastructure  related skills,  strengthened  further  by  the recent  launch  of  the  Green  Skills Academy,  a  partnership  between Highlands  College  and  Jersey Electricity

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

1

Skills Jersey, supported by CYPES, should establish and maintain a single online public portal for vocational learning, providing up-to-date information on apprenticeships, courses, providers, subsidies and trainee opportunities with clear guidance for learners, employers and providers, achieving at least 90% coverage of provision and 75% user satisfaction with a searchable catalogue, with filters, launching by Q4 2026, with quarterly updates thereafter.

Minist er  for Educat ion and Lifelo ng Learni ng (MEL

L) and Minist er  for Sustai nable Econo mic Devel opmen t (MSE D)

Reject

Highlands College, as the provider of around 90% of vocational training provision, already delivers the level of programme information proposed through its award- winning website.

Skills Jersey complements this by offering a single point of access for careers advice and guidance, including information on education, training, financial support, careers and related services.

Creating an additional portal for apprenticeship

Recommendations

To

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Comments

Target date of action/ completion

vacancies and course listings would duplicate information held elsewhere, increase costs and staffing requirements, and add unnecessary administrative burden. This duplication would not represent efficient use of resources, particularly given current efforts to streamline the public sector.

It would also introduce the risk of outdated content, as continuous monitoring would be needed. The staffing and financial requirements for a new portal would require additional budget.

2

CYPES and Skills Jersey should deliver a communications and culture change campaign that promotes vocational routes and lifelong learning through case studies, events and school/employer outreach, achieving at least two campaign waves per year, a 15% awareness uplift (pre/post survey), 20 employer champions and 10 school events per term, with the strategy approved by Q3 2026, the first wave delivered by Q3 2026 and annual reviews thereafter.

MELL and MSED

Reject

Skills Jersey already delivers the type of communications and outreach activity recommended.

Its existing offer includes annual publication of Direction magazine, which features interviews and case studies from local people across a range of sectors, and an annual Jersey Skills Show with extensive employer participation and attendance from

Recommendations

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schools and the wider public.

Skills Jersey also provides ongoing school engagement through careers advice, one-to-one guidance and industry spotlight assemblies with guest speakers.

These established activities already promote vocational routes and lifelong learning through multiple channels and formats.

3

The Minister for Education and Lifelong Learning and the Minister for Sustainable Economic Development should commission Skills Jersey to conduct targeted research into apprenticeship experiences, including motivations and barriers across sectors and a deep-dive into care and other priority sectors, publishing a report with sector-specific actions and at least 200 respondents by Q4 2026 and implementing an agreed action plan from Q1 2027 (commissioned by Q3 2026).

MELL and MSED

Reject

Changes to the children and young people's survey in 2026 will add questions on both postschool plans and the reasons for those choices.

Survey results will provide better insight into student decisionmaking and support consistent analysis of behaviour changes following new or amended policy.

The Ministers note that the timescales for this action conflict with the pre-election purdah period that commences on 20th April 2026.

The Minister considers it inappropriate to

Recommendations

To

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Target date of action/ completion

commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

4

The Minister for Education and Lifelong Learning should publish an assessment of UK qualification reforms ( V and T-Levels) and BTEC viability, setting deliverable routes for Jersey and issuing a public timeline with mitigations, evidenced by a subject-level route map, a communications pack for parents, learners and employers, with a draft by Q3 2026 and publication by Q4 2026.

MELL

Partially Accept

Minister is leading a joint Crown Dependencies meeting with UK counterpart Baroness Smith.

Currently UK policy on V-levels remains in development, and undertaking an assessment before the UK position is finalised would be premature and would not provide a sound basis for planning.

The Minister notes that the timescales for this action conflict with the pre-election purdah period that commences on 20th April 2026.

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected

Ongoing

Recommendations

To

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Target date of action/ completion

to want the opportunity to take a different view.

5

The Minister for Education and Lifelong Learning should establish a provider transition support plan and fund to resource Highlands, Hautlieu and other providers for curriculum changes, CPD, materials, timetable redesign and student support, achieving 90% staff training in affected subjects, with the plan agreed by Q3 2026, funding live by Q4 2026 and termly reviews.

MELL

Reject

The Minister believes it is not sensible to design a scheme for financial support on a UK policy that is not yet finalised.

The Ministers notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026.

The Minister is unwilling to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

6

The Minister for Education and Lifelong Learning should, by the end of Q4 2026 complete a comprehensive assessment of Highlands College's current capacity to deliver vocational learning to 14- to 16-year-olds across all secondary schools. The Minister should develop a plan by Q1 2027 to expand vocational learning opportunities to all secondary schools by September

MELL

Partial accept

The Principal of Highlands College advised at the hearing that the current site cannot support expansion of this programme to all secondary schools. Completing an assessment based on expansion within the existing estate would therefore not be an

Ongoing

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To

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Comments

Target date of action/ completion

2027 to ensure fair and equitable access for all students.

effective use of staff resource.

The Investing in Jersey Fund offers an opportunity to build on the strengths of the current programme. A purposedesigned facility creates potential to expand capacity and extend the programme to all schools

The proposed timelines are partially accepted as the Ministers notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

7

The Minister for Education and Lifelong Learning, working with providers and inclusion leads, should publish an all-age accessibility and inclusion strategy for vocational learning that strengthens transition support,

MELL

Partial Accept

Highlands College Strategic Plan prioritises inclusion, putting the community first in all pillars of the college values.

Ongoing

Recommendations

To

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Comments

Target date of action/ completion

flexible/part-time options, recognition of prior learning and additional needs pathways, drafting by Q3 2026 and implementing from Q1 2027.

The college embrace a culture of belonging where everyone regardless of background and identity, is respected.

Highlands College is delivering short and part time programmes to adults promoting flexible targeted training across the provision.

8

The Minister for Education and Lifelong Learning, in partnership with Skills Jersey, providers and employers, should introduce a gender balance action plan using mentoring, bursaries and role model campaigns to address subject and sector imbalances, reducing gender imbalance by at least 10% in four priority programmes within 24 months, with the plan agreed by Q3 2026, launched by Q4 2026 and evaluated annually.

MELL

Partial Accept

Minister acknowledges there is merit in understanding representation on certain pathways.

Future consideration should be given to this issue during the transition to new premises for Highlands Campus.

The proposed actions are partially accepted as the Minister notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new

Ongoing

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

Council or Minister who might be expected to want the opportunity to take a different view.

9

The Minister for Education and Lifelong Learning should launch a modular, stackable and blended adult career-changer programme with guidance and recognition of prior learning for mid-career transitions, delivering at least 5 new modular offers, 100 adult enrolments in year one, with design completed by Q3 2026 and first intakes by Q1 2027.

MELL

Reject

Jersey cannot award new qualifications, as these are issued by regulated awarding bodies. The Minister is content for this arrangement to continue.

Local providers, including Highlands, deliver the teaching while awarding bodies determine qualification structure, content and policies such as recognition of prior learning. This means the ability to create modular, stackable programmes depends on the awarding bodies' frameworks.

The UK Government has signalled a move toward more flexible, modular and stackable provision. As these redesigned qualifications become available, education providers in Jersey can consider offering them where they fit local needs

The proposed timelines are rejected

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

as the Minister notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

10

The Minister for Sustainable Economic Development should review and reform apprenticeship subsidy structures, including subsidy levels, eligibility and duration, to prioritise workforce shortage sectors, adopting new rules and increasing starts in shortage sectors by at least 15% within 12 months while maintaining employer satisfaction at or above 75%, following a review in Q3 2026 and implementation in Q4 2026.

MSED

Partially Accept

Within the scope of the Better  Business Support Package only, the  Skills  and Apprenticeship  grants have  been  reviewed, and  the  eligibility criteria will be updated for the 2026 grants.

Alongside  this  Skills Jersey  administer  the apprenticeship subsidy of  £1,852  per apprentice per year for training at level 3 and below.

Completed

11

Minister for Education and Lifelong Learning, the Minister for Sustainable Economic Development and Skills Jersey should define priority sectors and skills and adjust local vocational

MELL and MSED

Partially Accept

Minister for ELL and MSED have collaborated on this topic which has resulted in a list of skills shortage areas

Ongoing

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

pathways, accordingly, approving a priority list by Q3 2026 and protecting or expanding at least five pathways by Q1 2027, with an annual alignment check thereafter.

requiring future investment support which will be published shortly. These will be published in forthcoming Skills Improvement Reports.

Vocational pathways are already informed by an assessment of skills need in Jersey. An example being the recently launched Green Skills Academy

The proposed timelines are partially accepted as the Ministers notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

The Ministers considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

12

CYPES and Skills Jersey should mandate standardised data returns from all learners and all providers (including private) into a single database covering participation,

MELL and MSED

Reject

CYPES and Skills Jersey already collect demographic, participation, progression and

Completed

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

demographics, progression and outcomes, achieving 90% provider compliance with quarterly public dashboards and embedded gap reporting, with the framework in place by Q3 2026 and the first dashboard by Q4 2026.

outcome data from learners accessing publicly funded training. This includes free sixthform education and grants or subsidies for apprenticeships and higher education. For programmes where providers receive funding directly, such as the Skills Development Scheme, key performance indicators also include participant and employer satisfaction ratings.

There  are  benefits  to improving the breadth of  demographic  data held  on  recipients  of grants.

There are financial and resourcing implications  for collecting  more extensive  data  which are  not  currently provided for.

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

13

The Minister for Education and Lifelong Learning, should simplify and consolidate lifelong learning funding into a single, clear set of eligibility rules and entitlements supported by a public guide and calculator, completing policy consolidation and publishing guidance to achieve an 80% user satisfaction rate, following consultation in Q3 2026 and live in Q4 2026.

MELL

Reject

The proposed timelines are rejected as the Ministers notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

14

The Minister for Education and Lifelong Learning, with the Minister for Sustainable Economic Development should establish a sustainable funding model for private providers delivering apprenticeships and training in shortage sectors, agreeing a new model that secures at least 80% provider confidence and prevents any net loss of places in shortage areas, with review in Q3 2026 and implementation in Q1 2027.

MELL and MSED

Reject

The  Skills Development  Scheme is  now  in  place  and performs this function.

Completed

15

The Minister for Sustainable Economic Development, should assess and redesign the Better Business Support Package skills element to align with employer needs, allow multi-activity

MSED

Partially reject/ partially complet ed

Please see response to Recommendation 10.

BBSP  for  2025  and 2026 has already been

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

applications, increase subsidies where justified, include sole traders and first hires, and embed monitoring and evaluation, publishing an assessment and new KPIs and achieving at least 20% more funded training actions and a minimum of 15% more first- hire/trainee/apprentice cases, with assessment in Q3 2026, redesign in Q4 2026 and relaunch in Q1 2027 if results aren't achieved.

designed to be demand led (by employers).

Sole traders remain out of scope for the BBSP unless they make their first hire.

There  is  currently  no allocated  funding  for the BBSP in 2027.

16

The Minister for Education and Lifelong Learning, should commission a feasibility study and masterplan for a modern Highlands College campus as a lifelong learning 10 hub with industry standard facilities, producing costed options and securing industry validation across at least six sectors by Q4 2026 and a preferred option decision by Q2 2027.

MELL

Reject

The work to transition the Highlands Campus into St Helier will include an extensive feasibility study which will include the factors proposed.

The proposed timelines are rejected as the Ministers notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026.

17

The Minister for Education and Lifelong Learning should, by December 2026, undertake a comprehensive review and redesign of funding arrangements for lifelong learning, post-16 education, and higher-education retraining. The redesigned model should: • Simplify and consolidate existing funding systems to ensure that eligibility criteria and entitlements are clear, consistent, and easy for learners and providers to understand. • Remove barriers that currently prevent newly arrived families

MELL

Reject

This would involve fundamental policy changes across different government departments.

The proposed timelines are rejected as the Ministers notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

from accessing funded post-16 education, ensuring fair and equitable access for all residents. • Introduce a retraining and upskilling funding pathway that enables individuals who already hold a degree to access support for study in priority workforce areas such as social work and other critical sectors. The Minister should publish the reviewed policy framework, including implementation timelines and measurable success indicators, by Q1 2027.

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.

18

The Minister for Sustainable Economic Development, Skills Jersey and Statistics Jersey should establish a permanent Labour Market Intelligence function to produce regular skills forecasts and publish accessible insights for learners, providers and employers, issuing an annual island-wide skills report operational by Q3 2026 with the first annual report by Q4 2026.

MSED

Reject

The  Skills Development  Scheme is already in place and performs this function.

The  Economics  Unit also  provides  Labour Market  intelligence (including  modelling) to Skills Jersey.

Completed

19

The Minister for Education and Lifelong Learning, with the Minister for Sustainable Economic Development, should introduce a formal annual Skills Policy review cycle that incorporates Labour Market Intelligence, technological change and employer feedback with the first review completed by Q1 2027 and annually thereafter.

MELL and MSED

Rejected

This is already undertaken by Skills Jersey as administrator of the Skills Development Scheme.

Completed

20

The Minister for Education and Lifelong Learning should establish statutory entitlements for post-16 and adult vocational learning underpinned by a dedicated, ring-fenced fund and operating the fund to achieve over

MELL

Reject

This would involve fundamental policy changes across different government departments.

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

10% year-on-year uptake growth in priority sectors, with policy design by Q3 2026 and enactment/launch by Q3 2027.

The proposed timelines are rejected as the Minister notes that the timescales for this action conflicts with the pre-election purdah period that commences on 20th April 2026

The Minister considers it inappropriate to commit to an action on matters of policy, which may have to be reserved for a new Council or Minister who might be expected to want the opportunity to take a different view.