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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Although this year’s exam season has largely passed without incident or drama, many exams and assessments throughout our education system are potentially facing their greatest ever threat in the form of ChatGPT and other artificial intelligence, or AI tools.

When freely available websites and apps can write entire essays, projects, articles, poems and stories as well as produce art and music among other things, it presents a daunting challenge to the teachers, lecturers and institutions trying to award fair and trustworthy grades.

So what impact are ChatGPT and similar AI platforms having in schools, colleges, universities and elsewhere? Do we know how much cheating is already linked to these AI tools? And is anyone or anything ready and able to combat AI-powered cheating in future?

Our guests today are Dr Thomas Lancaster, a computer scientist at Imperial College London who has conducted research on academic integrity, cheating and plagiarism, and Jessica Hill, senior investigations and features reporter for Schools Week and FE Week.

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“Read my lips — I will bring immigration numbers down” said Keir Starmer during the recent General Election campaign.

The Labour Party election manifesto also said that “Labour will act to create a secure future for higher education”.

In isolation, both these goals are legitimate aspirations, but when you put them together it raises an interesting policy question: how will the new government approach the issue of international students coming to the UK, as these students increase immigration numbers and also increase the income of UK universities?

Just before the election, the Social Market Foundation, or SMF – a centrist think tank – published two reports that set out their plans to address these competing priorities.

And here to discuss the analysis and recommendations in these reports, we are joined today by Jonathan Thomas, a senior fellow at the SMF.

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Sometimes a UK General Election can be a tense and nervy affair with little indication of which party will prevail. The upcoming election on July 4th is not one of those situations, with the Labour Party miles ahead in the polls and set to form the next government.

However, for today we are put the polls to one side and dive into what we’ve seen and heard over the past couple of weeks from the current Conservative government and the likely next Labour government.

Which manifesto has the boldest plans to reform our education system? Who ran towards controversial issues, and who ran away from them? And were there any great manifesto ideas that didn’t hit the headlines but could still transform the life chances of children, young people and adults?

Our guests today are John Dickens, the editor of Schools Week, and Shane Cowen, the editor of FE Week.

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With a General Election just weeks away, people’s thoughts are quickly turning to which education policies the next government will try to implement.

I think it’s fair to say that decisions made over the last 14 years have not always gone down well with teachers and lecturers or the people running our schools, colleges and universities.

But would a new set of ministers, advisors and government officials really do any better, or would they end up facing the same barriers to designing and delivering good education policies?

A new book called Improving Education Policy Together investigates why policymaking in English education often fails to improve outcomes for children and young people, even when policies are driven by the very best of intentions.

Our guests today are the co-authors of this new book - Nansi Ellis, who is a freelance education policy consultant and a school governor, and Gareth Conyard, who is the co-CEO of the Teacher Development Trust and a former civil servant.

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Since the National Tutoring Programme, or NTP, was launched in 2020 to help combat the effects of the pandemic on children’s academic progress, it has provided 5 million tutoring courses to pupils of various ages at a cost of over £1 billion.

However, these figures will not be increasing much further because the government has decided that after four years of operation, the NTP should have its funding removed and it will be closing down this August.

So why has the government turned away from providing funding for the NTP across the country when the effects of the pandemic are still visible? Did the NTP deliver what pupils and schools needed? And if a national tutoring programme was to continue in future, should it look different from its current iteration?

Our guests today are Susannah Hardyman, the founder and CEO of Action Tutoring, a tutoring provider, and Ben Gadsby, the Head of Policy and Research at Impetus.

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