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CAVA: The Post-16 Education and Skills White Paper: What it means for Adult Learners and Access to HE

 


Introduction

The Department for Education’s Post-16 Education and Skills White Paper sets out an ambitious programme to reshape England’s skills system. It places employers at the heart of planning, strengthens regional responsiveness, and expands opportunities for adults to study flexibly throughout their lives.

For the many adults who begin their higher education journey through the Access to HE Diploma, this reform agenda is significant. It opens new pathways, particularly through modular learning, while placing greater expectations on providers to demonstrate how their provision contributes to local and national workforce needs.


A Changing Skills Landscape

The White Paper, alongside the updated Local Skills Improvement Plan (LSIP) Guidance published in November 2025, sets a direction of travel that will shape the environment in which Access to HE operates.

Local Skills Improvement Plans (LSIPs), developed by Employer Representative Bodies and Strategic Authorities, will increasingly determine which adult programmes are funded and prioritised. Providers will be expected to contribute evidence and intelligence to LSIPs, collaborate across FE and HE, and demonstrate how their programmes align with regional economic need.

The Government intends to streamline post-16 options, with the introduction of “V Levels” for 16-19 learners and the consolidation of adult skills funding. The aim is to create clearer pathways, reduce duplication, and ensure that publicly funded qualifications serve a distinct purpose.


From 2027, adults will be able to use the Lifelong Learning Entitlement (LLE) to fund shorter, modular courses at Levels 4-6. This may offer new flexibility for Access to HE graduates, enabling them to build higher-level study in manageable steps while balancing work and personal commitments.

By 2030, the Office for Students will regulate all higher-level provision, including HE delivered in FE settings. This is expected to create greater consistency in academic standards, progression expectations, and quality assurance, factors that will shape how Access to HE learners transition into HE.


What this means for Access to HE

The Access to HE Diploma remains a vital route for widening participation, supporting thousands of adults to progress into degree-level study each year. This is particularly true for routes into health, social sciences, humanities, and STEM, areas with significant workforce demand.

Funding and regional planning

While Access to HE remains funded through the Adult Skills Fund, local commissioning decisions will increasingly be guided by LSIPs. Diplomas that clearly align with priority sectors such as health, social care, digital, engineering and sustainability may be especially well positioned.

Providers may be expected to demonstrate how their Access to HE provision contributes to:

  • local labour-market needs

  • progression into shortage areas

  • Inclusive access to higher education for adults

  • strong outcomes for adult learners, such as progression and employer engagement


Progression

The introduction of the Lifelong Learning Entitlement offers more flexible ways for adults to build higher-level learning. For some learners, this may mean progressing from Access to HE into:

  • Higher Technical Qualifications (Level 4/5)

  • modular degree study, or

  • blended pathways across technical and academic routes, depending on sector needs and learner aspirations.

Bootcamps and short courses will remain part of the landscape, particularly for adults seeking rapid entry into employment. The Access to HE Diploma continues to stand apart as the route designed specifically for adults aiming to progress into higher education and achieve a degree.


Opportunities for Access to HE

The reforms create valuable opportunities for Access Validating Agencies and Access to HE providers to strengthen and reaffirm the value of the Access to HE Diploma.


Proactive engagement with LSIPs, combined authorities, universities and employers will underscore the Access to HE Diploma as a recognised and valued part of the Level 3 to Level 6+ pipeline.


The White Paper places renewed emphasis on English, maths, and digital capability. Embedding digital study skills, data literacy and AI awareness within Access to HE programmes will even better prepare learners for higher education and evolving workplace demands.


Access Validating Agencies and providers who engage proactively with LSIPs and local authorities will be well placed to supply evidence on:

  • adult learner achievement

  • progression into HE pathways linked to shortage sectors

  • outcomes that contribute to local workforce strategies.


CAVA’s Commitment

CAVA will continue to champion the role of the Access to HE Diploma within this national and regional skills framework. Our focus is to:

  • ensure the Access to HE Diploma remains recognised, valued and well-funded

  • strengthen and expand progression routes to both degrees and higher technical qualifications

  • support providers in aligning provision to local, regional and national priorities

  • uphold high standards of quality, curriculum design and learner experience

  • advocate for adult learners as central contributors to the future skills system

  • Provide robust evidence to partners, LSIPs and policymakers to ensure Access to HE is fully represented in skills planning.
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