The most significant education policy launched at last month’s Labour Party conference was the release of new details about the Growth and Skills Levy, which is set to replace the existing apprenticeship levy as a way of funding apprenticeships and other forms of training.

The government claims they will boost opportunities for young people through what they describe as an “ambitious” set of reforms courtesy of their new Growth and Skills Levy.

But how ambitious are the government’s plans in reality? Who will be the winners and losers from their proposals? And will our apprenticeship system be better or worse off as a result of these upcoming reforms?

My guests are Holly Papworth, Head of Policy at the Edge Foundation, a vocational education charity, and Joanna Wake, Director of Public Affairs at Baltic Apprenticeships, an apprenticeship provider that focuses on tech and digital skills.

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It is hard not to raise an eyebrow when a government policy is described by some as a ‘vital lifeline’ for students, while others describe the same policy as ‘demoralising’ and ‘soul destroying’.

The GCSE resits policy, which has been in place since 2014, continues to divide opinion among academics, researchers, school and college leaders and the frontline staff who support those students who must retake English and Maths GCSEs after not passing their exams first time around.

So what is the thinking behind GCSE resits? Is the current resits policy having a positive or negative impact? And are exam resits the best way to improve the English and maths skills of young people beyond age 16?

My guests are Sarah Waite, the founder and CEO of Get Further, a charity that supports students who are resitting their GCSEs, and Lee Elliot Major OBE, Professor of Social Mobility at the University of Exeter.

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Although complaints from universities about a perceived lack of funding continue to attract plenty of media attention, some very interesting shifts in policy thinking that are potentially more significant than simple questions about money are already underway.

Several countries such as Australia, Wales, Scotland and Ireland have begun to talk less about universities and colleges in isolation and instead talk more about ‘tertiary education’, with the aim of bringing universities and colleges closer together in terms of how they are funded, regulated and managed.

So why have these nations started thinking about tertiary education as a whole? What benefits could a more integrated tertiary system offer than cannot be achieved when Higher Education and Further Education, or HE and FE, are dealt with separately? And could England follow suit by building a single tertiary system in the coming years, or would it face too many obstacles along the way?

My guests are Professor Ellen Hazelkorn, Professor Emeritus at Technological University Dublin and Joint Editor of Policy Reviews in Higher Education, and Professor Ewart Keep, an emeritus professor in Education, Training and Skills at the Department of Education at Oxford University.

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