Introduction

1. This publication sets out the funding awarded to further education (FE) institutions for Junior Apprenticeships provision in academic year 2024/25.

2. Funding is awarded in arrears at £512,586.34 for FE institutions as shown in the table below.

Further education institution	Total allocation £
Bridgend College	171,673.25
Cardiff and Vale College	179,926.67
Coleg Sir Gâr	27,996.78
Gower College Swansea	52,739.26
Grŵp NPTC Group	80,250.38
Total	512,586.34

3. This funding relates to payments made during the period 1 August 2024 to 31 July 2025.

Introduction

1. The key next steps on the development and implementation of the new apprenticeship programme 2027 are:

Date	Activity
17 February 2026	Publication of the report on the outcomes of the consultation on the new apprenticeships programme
16 April 2026 and 22 April 2026	Engagement sessions with tertiary education providers on the new apprenticeship programme funding model
13 May 2026 14 May 2026 20 May 2026	Regional events to test the design of the new apprenticeship programme: North Wales Mid Wales South Wales
11 May 2026 – 19 June 2026	New apprenticeship programme funding model consultation
3 June 2026	New apprenticeship programme funding model consultation online event
w/c 3 August 2026	Publication of the outcomes of the new apprenticeship frameworks funding model consultation report
1 September 2026 – 31 December 2026	Publication of the apprenticeship programme grant and submission of applications and bids(further information will be published on this process in due course)
April 2027	Grant Award Letters issued
1 August 2027	New apprenticeship programme commences

Further information

2. Any queries regarding this circular should be directed to Heather Davidson, Head of Apprenticeships ([email protected]).

Main points

• There were 161,920 learners in further education, apprenticeships or local authority community learning during the 2024/25 academic year.
• Full-time further education learners increased to a record high.
• Provisional data suggests the rising trend in full-time further education learners is continuing in 2025/26.
• Part-time learner numbers decreased, for the first time in 4 years.
• The number of apprenticeships started was the lowest since these statistics began.
• Local authority community learning numbers are higher than before the pandemic.
• Level 2 full-time further education has been rising consistently.
• There has been a rise in fluent Welsh speakers taking activities with a ‘significant amount’ of Welsh medium learning.
• Learners taking further education, apprenticeships, and community learning are more likely to live in deprived neighbourhoods.
• 1 in 6 learners have a learning difficulty or disability, the most since these statistics began.
• Learners are more diverse than the Welsh population.

Learners by learning and provider type

Figure 1: August 2024 to July 2025

Description: There were 127,530 learners in colleges. There were 46,140 apprentices, split between colleges and other training providers.

[Note 1]: Some learners will have studied at multiple provider types.

Further education includes learners studying A levels and other general qualifications, as well as learners studying vocational qualifications (for example BTECs).

Local authority community learning is community learning funded by Medr, that is delivered directly by local authorities. 

Main points

This publication provides information about staff employed at higher education (HE) institutions in Wales for the academic year 2024/25, as collected in the Higher Education Statistics Agency (HESA) Staff Record.

Staff numbers are calculated using the full-person equivalent for staff at 1 December of the reporting year, for example 1 December 2024 for 2024/25. Staff on atypical contracts are not included in this report as they are not comparable to those on other contract types. In 2024/25 there were 1,170 staff employed by Welsh HE institutions on atypical contracts.

• There were 21,995 staff employed at Welsh HE institutions in 2024/25. This represents a 2.8% decrease from the 22,635 staff recorded in 2023/24.
• 2024/25 was the first academic year since 2020/21 where a decrease in total staff numbers occurred.
• In 2024/25, full-time staff accounted for 67.3% of all staff (14,815), while part-time staff accounted for 32.7% (7,180) of all staff.
• In 2024/25, academic and non-academic staff each accounted for 50% of total staff. There were 11,085 staff on academic contracts and 10,910 staff on non-academic contracts.
• In 2024/25, 56% of staff were female (12,325) and 44% (9,610) were male.
• In 2024/25, of staff with a known ethnic background, 86.7% were from a White background, 7.4% were from an Asian background, 2.1% were from a Black background, 1.9% were from a Mixed background and 2.0% were from Other backgrounds.
• In 2024/25, 9.3% of staff were recorded as having at least one known disability.
• The largest age group of staff in 2024/25 was the aged 36 to 45 category, which accounted for 28.3% of all staff. The smallest age group was the aged 66 and over category, which accounted for 2.9% of all staff.

Key points

Official Statistics published on 19 February 2026, next update May 2026.

• In 2024/25, 18,850 apprenticeship learning programmes were started. This number was a 13% decrease from 21,625 starts in 2023/24. 2024/25 saw the lowest number of apprenticeships starts since these statistics began in 2012/13.
• There were 7,385 apprenticeship learning programmes started in 2025/26 Q1 (p), compared with 7,250 starts in 2024/25 Q1.
• Higher apprenticeships saw the largest rise compared to Q1 the previous year, a 22% increase (p).
• Healthcare and Public Services apprenticeships were the most popular sector in 2025/26 Q1 (p) with 2,400 programmes started. This accounted for 32% of all apprenticeship learning programmes started.
• 52% of apprenticeship learning programmes started were by male learners in 2025/26 Q1 (p), a 2 percentage point drop from 2024/25 Q1.
• 33% of apprenticeship learning programmes started were by learners aged 19 and under in 2025/26 Q1 (p), compared to 35% in Q1 for the previous year.
• 12% of apprenticeship learning programmes started were by learners with ethnic minority backgrounds in 2025/26 Q1 (p), no change from 2024/25 Q1.
• 13% of apprenticeship learning programmes started in 2025/26 Q1 (p) were by learners identifying as having a disability and/or learning difficulty, a 1 percentage point increase from 2024/25 Q1.
• 10% of apprenticeship learning programmes started were by learners living in the 10% most deprived neighbourhoods in Wales in 2025/26 Q1 (p).
• There have been 88,455 apprenticeship starts between May 2021 and October 2025, as part of progress towards Welsh Government’s target of 100,000 apprenticeships. Including the starts which are not counted as part of the more rigorous target measure, there were 97,355 apprenticeship starts overall in the time period.
• The Programme for Government contained a target to create 125,000 all-age apprenticeships. During the Economy, Trade and Rural Affairs Committee meeting on 26 June 2024, the Cabinet Secretary for Economy, Energy and Welsh Language agreed a new target of 100,000 all-age apprenticeships to maintain the previous Senedd term’s target of 100,000.

The Welsh Government financial year budget for apprenticeships in 2023-24 was £139m and £144m in 2024-25 (Source: Medr Funding Allocations 2025 to 2026). Previously, there was additional funding for apprenticeships from the European Social Fund (£43m in 2023-24 Medr Funding Allocations 2025 to 2026). This ceased by the 2024-2025 financial year.

Apprenticeship learning programmes started: interactive dashboard

Management information

Management information published on 26 February, next update 26 March.

Medr has access to more recent management information, that has not undergone the validation, or quality checks that are undertaken for the official statistics in this report.

According to the management information at 26 February 2026:

• There were 92,800 apprenticeship starts since Q4 2020/21, as part of the more rigorous measure of progress towards Welsh Government’s target of 100,000 apprenticeships in the Senedd period.
• Including the starts which are not counted as part of the more rigorous target measure, there were 101,760 apprenticeship starts overall in the time period.
• The total number of apprenticeships started in the Senedd period crossed 100,000 in January 2026. The number of apprenticeship starts for the more rigorous target measure remained below 100,000.

For the purposes of this measure and to align with the quarterly reporting periods for these statistics, we consider the Senedd time period as stretching from 2020/21 Q4 to 2025/26 Q3 (1 May 2021 to 30 April 2026).

These measures include degree apprenticeships. Degree apprenticeships are sourced from a different data collection, which is available annually. The latest update to the degree apprenticeship data was made on 29 January, and included data for the 2024/25 academic year. Information on degree apprenticeships that started in the first three quarters of the 2025/26 academic year will be available in January 2027. There were 480 degree apprenticeships in 2024/25 as part of the target measure, and 485 starts overall.

Total apprenticeship starts in Senedd period

Figure 1: Management information at 19 February 2026

Description: There were fewer starts in December 2025 than other months. This is typical.

Providers have an 8 week period to record an apprentice as starting. This management information will not include all the apprentices who have started in the given time period.

It also takes time to learn if an apprentice is ineligible for the more rigorous target measure, which excludes apprentices who withdraw in the first 8 weeks, and those who transfer out of their programme to other learning.

Providers continuously make changes to their records to ensure accuracy. The final position for official statistics is based on the record as it stands in December after the end of the academic year.

As we come to the end of the Senedd period, we intend to provide monthly updates of management information on progress towards the 100,000 apprenticeship target.

This is the timetable for the updates:

Date of management information	Publication date
18 December 2025	8 January 2026
22 January 2026	29 January 2026
19 February 2026	26 February 2026
19 March 2026	26 March 2026
23 April 2026	30 April 2026
21 May 2026	28 May 2026
18 June 2026	25 June 2026

The management information is collected on the Thursday of the 3^rd full week of the month. The figures reported in June should give a reasonable indication of the final figures over the Senedd period, although we won’t have a complete picture of withdrawals, until the final data is published.

The updates will be made to the latest version of this report, and will be announced on our statistics publication calendar. The next Apprenticeship learning programmes report is scheduled for February 2026, and will include data up until October 2025.

The final position on the apprenticeship target according to the quality assured official statistics, will be reported in the Apprenticeship learning programmes report scheduled to be published in Spring 2027.

Degree apprenticeship starts for 2023/24 have been revised down due to some courses incorrectly being recorded as degree apprenticeships. The overall degree apprenticeship starts for 2023/24 were revised from 385 to 360. The degree apprenticeship starts counted towards the more rigorous target measure were revised from 385 to 355.

Summary

One of Medr’s Strategic Aims is to ‘create a flexible and joined-up tertiary system where everyone can acquire the skills and knowledge they need for a changing economy and society’. We have committed to designing future apprenticeship provision to respond to the Welsh Government’s skills priorities and to meet the needs of learners, employers and the economy. This is grounded in our strategic duty to contribute to the development of a sustainable and innovative economy in Wales.

Apprenticeships are a key lever for driving productivity and helping to grow a skilled and diverse workforce. The new Welsh Apprenticeship Programme will start on 1 August 2027.

In September 2025, we held a 6-week consultation exercise that sought views from stakeholders, including training and tertiary education providers, industry representatives, employers, learners and local authorities, to help shape the new programme. We asked for views on:

• the high level principles to guide the new apprenticeship programme
• definition of an apprenticeship
• apprentice learner journey
• employer engagement
• flexible delivery
• apprenticeship sector frameworks
• economic responsiveness of the programme
• apprentice outcomes
• strengthening Welsh language opportunities
• inclusive apprenticeships

This document provides a summary of key themes from the responses to the consultation and next steps in developing the new programme.

Annex A provides a more detailed summary of consultation feedback prepared by Beaufort Research.

Introduction

1. As set out in the consultation document, Medr is committed to ensuring that apprenticeship provision continues to meet Welsh Government skills priorities and the evolving needs of learners, employers, and the wider economy, as part of a flexible and joined-up tertiary education system. As we look to design a new apprenticeship programme for Wales, we sought views from key stakeholders to help shape a future-focused, inclusive, and responsive offer.

2. Medr is responsible for the development of the new apprenticeship programme across Wales, which is due to commence in August 2027, as set out in the Tertiary, Education and Research Act. We intend to design the new programme to be more responsive and flexible to address skills priorities to meet our changing economy, Welsh Government skills priorities and the needs of learners.

3. We held a 6-week consultation in September – October 2025, seeking views from stakeholders, including training and tertiary education providers, industry representatives, employers, learners, and local authorities to help shape the new programme. The consultation document provided information on the current apprenticeship programme model, rationale for change, apprenticeship sector frameworks and proposals for the new apprenticeship programme.

4. There were 26 open ended questions contained within the consultation document, seeking views on:

• the high level principles to guide the new apprenticeship programme
• definition of an apprenticeship
• apprentice learner journey
• employer engagement
• flexible delivery
• apprenticeship sector frameworks
• economic responsiveness of the programme
• apprentice outcomes
• strengthening Welsh language opportunities
• inclusive apprenticeships

5. Five consultation events took place during the consultation period. Over 350 participants engaged with the consultation. We would like to take this opportunity to thank everyone that contributed, gave up their time to attend the consultation events and submitted consultation responses.

6. The feedback from the consultation has been hugely informative in shaping the development of a new apprenticeship programme that will support high-quality learning, meaningful employment, and long-term economic growth across Wales. This rich intelligence and engagement is invaluable to ensure we create a programme that is more responsive and flexible to address learner needs and skills priorities in our changing economy.

7. We commissioned Beaufort Research to analyse the input from the consultation events and the written responses received. Annex A provides a detailed analysis of the feedback, prepared by Beaufort Research. This document provides a summary of the key themes identified which will inform the development of the new programme. The ‘Next Steps’ section sets out opportunities for further engagement and the timescale for publication of the programme specification.

Apprenticeship Programme principles

8. We consulted on high level principles for the new programme. These stated that it should:

• be an all-age programme.
• deliver apprenticeships from level 2 to level 6.
• respond to changing skills demands across the economy and regional skills needs.
• respond to the Welsh Government’s skills priorities, including responding to changing technologies and green skills.
• meet the needs of learners and support their progression through the tertiary education system and into and throughout their chosen career path.
• be agile and responsive to ensure the right qualifications and skills are delivered to meet employer, learner and economy needs.
• deliver inclusive apprenticeships which are accessible for learners from a range of backgrounds and with protected characteristics.
• increase apprenticeship opportunities available in Welsh.
• offer high quality provision which strengthens outcomes and attainment of learners.

9. Respondents were in the main content with the overall principles. There were some specific points raised which have been integrated into the Key Themes section of this document, with more detailed information within Annex A.

Definition of an Apprenticeship

10. We consulted on the following definition of an apprenticeship:

‘An apprenticeship is paid employment with training. Apprentices gain experience, learn new skills and gain a nationally recognised qualification while earning a wage. This is defined through an apprenticeship framework.’

11. Overall, stakeholder feedback on the apprenticeship definition was positive, with only minor refinements proposed. However, a small number of comments suggested a broader vision for apprenticeships, reflecting aspirational and detailed perspectives from training providers, employers, and learners. This will be developed and published alongside a general definition in the specification for the new programme. The proposed revised definition is outlined below: 

‘A Welsh apprenticeship is paid employment with training. Apprentices earn a wage, gain experience, learn new skills and gain industry recognised qualifications and competence (from level 2 up to degree level). The learning is defined through an apprenticeship framework.’

Apprenticeship Sector Frameworks

12. As set out in the consultation, we would like to strengthen and streamline the relevance of apprenticeship sector frameworks by implementing a new, simplified structure. There are currently 23 apprenticeship frameworks across all sectors and these can be confusing for learners and employers to understand and navigate. We proposed refining the apprenticeship frameworks from 23 to 18. The proposed simplified structure set out in the consultation was:

• Care
• Health and science
• Engineering and manufacturing
• Creative, design and media
• Business services and management
• Public and protective services
• Education and early years
• Catering and hospitality
• Construction and the built environment
• Legal, finance and accounting
• Digital
• Hair and beauty
• Agriculture, environmental and animal care
• Transport, automotive and logistics
• Energy
• Food and drink
• Property services
• Sport and leisure

13. Overall the respondents were content with the proposed sectors, with some suggested changes. These included Health, Social and Child Care should be grouped together and Engineering and Manufacturing should be split. There was support for all frameworks to contain content on net zero/green, digital and AI (artificial intelligence) learning rather than having separate frameworks for these areas. Respondents also suggested including a high level description or definition for each of the frameworks, which will be implemented. The proposed revised sector frameworks (see Annex B) following the consultation are:

• Health, social and child care
• Engineering 
• Manufacturing
• Creative, design and media
• Management, business and retail services
• Public and protective services
• Education and early years
• Catering and hospitality
• Construction and the built environment
• Legal, finance and accounting
• Digital
• Hair and beauty
• Agriculture, environmental and animal care
• Transport, automotive and logistics
• Science and energy
• Food and drink
• Property services
• Sport and leisure 

14. A new framework library will be introduced and launched for the start of the new programme in August 2027. We are working with apprenticeship providers and other stakeholders to learn lessons from the current framework library, and address barriers and issues to enable a new streamlined framework library to be implemented.

High Level Themes

15. The following high level themes emerged from the consultation exercise. More detailed analysis of responses to each of the questions is outlined at Annex A.

All age programme

16. All respondents agreed that the programme should continue to be open to all ages, supporting lifelong career progression. This aligns with our strategic duty to promote tertiary education for the people of Wales that provides opportunities for people to participate in tertiary education throughout their lives from the age of 16.

Learner engagement and support

17. As set out in the consultation document, central to our approach is a commitment to equipping learners with the skills, knowledge, and qualifications required to progress through the tertiary education system and to enter and thrive in their chosen careers.

18. Learners may enter the apprenticeship programme at different stages of their life or career journey, including those seeking to retrain, change careers, or adapt to new technologies. The apprenticeship programme needs to be sufficiently flexible and responsive to support learners, as individuals, enabling them to gain the skills and qualifications needed to have a successful and sustainable career in a rapidly changing economy.

19. Strengthened independent careers advice and guidance was a strong theme within the consultation responses for learners to understand the wide and varied career opportunities an apprenticeship could offer and potential progression opportunities. The right information at the right time is key to enabling learners to make an informed choice on entering the world of work and/or progressing within their chosen career. Targeted year-round marketing or communications to learners, peers, influencers, teachers and parents setting out these options was highlighted as an opportunity to attract a more diverse range of learners. Promotion activities should highlight apprenticeships as viable alternative routes to rewarding careers and higher level learning. Further consideration is needed to support learners through key transition points and decisions, for example from school, further education or higher education into an apprenticeship.

20. Strengthened communications to improve learner understanding of the apprenticeship programme is required. Respondents suggested a one stop shop to provide joined up information in clear simple language that is easy for learners and parents to access and understand.

21. Additional support for learners whilst on programme was paramount to successfully completing their apprenticeship, including mentoring, employability, entrepreneurship skills and wellbeing. There were some suggestions that further help for young people commencing their apprenticeship or entering the world of work for the first time could be introduced, including guidance on workplace conduct and more intensive support at the start of the apprenticeship to reduce the risk of dropping out. Pastoral care to encourage personal growth, building confidence and softer transferrable skills (for example communications, teamwork, problem solving, digital literacy, leadership and wellbeing) was seen as a key benefit for learners to fulfil their potential and become valued members of society regardless of their background. Finally, supporting apprentices after they have finished the apprenticeship to enter sustainable employment was highlighted as important.

Progression throughout the levels and across the tertiary system

22. Opportunities for learners to progress through the apprenticeship levels and across tertiary education is paramount. Apprentices learn at different speeds and the system needs to be flexible and agile to be able to meet and respond to differing needs of learners, including the progression options available. Clearer progression pathways are needed for learners to understand and navigate the full range of career options available to them across the tertiary education system.

Employer engagement and support

23. We need to support employers throughout their engagement with apprenticeships, from understanding what an apprenticeship is, to recruitment and throughout the apprentice journey. This will help the apprenticeship programme to meet the rapidly changing skills needs across Wales.

24. Strengthened communications are needed to improve employer understanding of the apprenticeship programme. Respondents suggested a one stop shop (via a simplified digital system) of clear consistent and centralised information, which is easy for employers to access and includes all relevant information. This should include, but not be limited to, taking on an apprentice (time, financial investment and resources), recruitment process and support throughout the learner journey. This could be through employer guides, resources, toolkits and templates for inductions, learning plans, documenting on and off the job training and an employer charter.

25. There is a need to widen the employer base to enable more employers, especially small and medium sized enterprises (SMEs), to take on an apprentice. We need to continue to strengthen relationships with industry bodies and other stakeholders to try and reach more employers, including SMEs. Marketing campaigns could undertake targeted engagement and focus on trying to change employer mindsets so apprentices are seen as valid and valuable. We could consider where incentives might support this activity.

26. Introducing more intensive mentoring support for employers and line managers and/or creating networks to share good practices, experiences and advice, would enhance employer confidence and improve apprentice retention. This could be from other employers that have gone through the process or directly from apprenticeship providers. Mentoring could include support for recruitment, preparing for an apprentice to start or helping employers gain further knowledge and understanding of providing support to the apprentice throughout their learning. Other suggestions from respondents included short, accessible training for workplace mentors and supervisors, covering topics such as setting expectations, feedback, and supporting wellbeing.

27. There is a need to strengthen employer engagement in developing apprenticeship frameworks including a mechanism for Medr to provide feedback to employers.

28. Apprenticeship providers could work closer with employers to understand the learner’s progress and what learning is required at what point, including assessments. They could co-deliver learning, and strengthen the monthly reporting process on where learners are in their journey and how close they are to completion to help employers and learners plan more effectively.

Agile and responsive to meet employer, learner and economy needs

29. There was a clear message throughout all of the consultation responses that the new programme must be flexible and agile to meet the needs of the learner and the economy. This included the length and structure of the apprenticeship being more learner centric, qualifications responding to economic needs, introducing micro-credentials or short bolt-on qualifications, progression between frameworks, flexibility of the framework funding model, essential skills requirements and ability to recognise prior learning.

30. The responses suggested that we need to make better use of labour market intelligence to strengthen forward planning on skills needs across the economy and by region. More agility is needed in updating frameworks to reflect changing industry needs and requirements, whether these are defined by qualifications or occupational standards.

31. Embedding and contextualising literacy, numeracy and digital into vocational training was a key theme. There were calls for the assessment to be simplified and essential skills qualifications to be optional for those learners who require them.

Celebrating successes of learners and parity of esteem

32. A recurring theme across a range of stakeholders was the need to address the perceived lack of parity of esteem between vocational and academic qualifications. Suggestions included apprenticeships to be promoted, recognised and celebrated as equal to academic pathways in status and opportunity, and ongoing sharing of case studies and successes. Respondents also suggested strengthening career advice and guidance and promoting apprenticeships as a first-choice, high-status option alongside other tertiary pathways instead of a secondary choice.

Apprentice outcomes

33. Responses supported strengthening apprenticeship outcomes. Some examples of how this could be done included:

• Sustainable employment being a primary outcome for apprentices alongside achieving the apprenticeship framework.
• Moving to a more outcome-based funding model.
• More holistic approach to measurement of apprenticeship success (completion/timely completion, sustained employment, progression, learner/employer satisfaction, competency attainment, readiness for work and economic impact).
• Quality benchmarks to be measured through robust indicators. Medr intends to consult on tertiary performance indicators in Autumn 2026.

Welsh Language

34. There was support from respondents for greater promotion of apprenticeship opportunities which could increase uptake bilingually and through the medium of Welsh, which should be contextualised to their sectors. Exploring options to expand Welsh-medium and bilingual apprenticeship provision at all levels to ensure language choice for learners was fully supported. There were a number of suggestions from respondents on how this could be undertaken, these included, but were not limited to:

• strategic planning to address shortages of Welsh-speaking tutors, assessors, and mentors, especially in vocational sectors.
• Welsh language planning to be built into apprenticeship frameworks and programme design as a core principle.
• building confidence through bite-sized learning.
• bilingual materials and accessible assessment materials.
• sector-based approaches.

Inclusive apprenticeships

35. Respondents supported the need to harness the talent of individuals from all backgrounds and proactively work to remove any barriers to people accessing apprenticeships by enabling more inclusive flexible pathways. Community and outreach support was identified as a good approach to encourage under-represented and disadvantaged learners to consider an apprenticeship as a career option. Other respondents suggested that providing flexible assessment and wraparound support could increase participation and support learners from all demographics to complete their apprenticeship successfully. Others suggested that further work is needed to align more fully with employability programmes and work experience provision to enable learners to progress onto an apprenticeship. Respondents also suggested providing training to employers to raise awareness. Further work is needed to explore options for learners that may have other barriers to accessing apprenticeships beyond Medr’s direct remit, for example language, transport and childcare, so that the system as a whole can offer more accessible and equitable opportunities.

36. There was an overwhelming consensus that Supported Apprenticeships, the Employer Incentive Scheme and Additional Learning Support were successful and should continue in the new programme.

Programme implementation and management

37. Responses raised further points related to the implementation and ongoing management of the new apprenticeship programme. These included:

• Supporting learners through better use of technology.
• Setting clear accountability structures and defining roles.
• Making funding arrangements flexible and responsive to emerging needs, enabling innovation and adaptation as priorities evolve.
• Evidence-based research to inform policy and practice, ensuring decisions were grounded in robust analysis.
• Increasing availability of end-point assessors, streamlining validation, and strengthening recognition of prior learning systems.
• Strengthening links between further education and higher education.

Next steps

38. The key next steps on the development and implementation of the new apprenticeship programme 2027 are:

Activity	Date
Publication of the timetable for the development and implementation of the new apprenticeship programme with key dates on further engagement in the design of the programme specification.	February 2026
Consultation on the proposed new apprenticeship funding model.	May 2026
Events to test the detailed design of the new Apprenticeship Programme.	May 2026
Continued engagement with employers through events and research to understand the demand for apprenticeships, opportunities for innovation in programme delivery and design, how we could expand the employer base to ensure broader engagement and participation, and what further support and communications are needed to assist employers.	February – April 2026
Engagement with learners to better understand what works well and where there are opportunities for improvement, including pre-apprenticeship, during their apprenticeship and once their apprenticeship has been completed.	March – May 2026
Publication of the programme specification and grant commissioning documentation – inviting providers to bid for funding for the new programme.	September 2026
The new apprenticeship framework library will be launched.	August 2027
The new apprenticeship programme will commence.	1 August 2027

Further information

39. Any queries regarding this circular should be directed to Heather Davidson, Head of Apprenticeships ([email protected]).

Introduction

1. This document is an addition to Medr/2025/08: Further Education Professional Learning Funding (PLF) AY 2025/26 and sets out additional professional learning revenue funding allocations for further education institutions.

2. The additional funding will be paid in one full instalment with the Interim payment in March 2026.

3. The increased PLF funding of £65,000 will be allocated to FE Institutions as shown in the table below.

Provider	Original 2025/26 PLF allocation	Additional allocation	New total 2025/26 PLF allocation
Adult Learning Wales	£95,111	£1,236	£96,347
Bridgend College	£248,410	£3,229	£251,639
Cardiff and Vale College	£606,666	£7,887	£614,553
Coleg Cambria	£606,117	£7,880	£613,997
Coleg Gwent	£697,423	£9,067	£706,490
Coleg Sir Gâr	£339,522	£4,414	£343,936
Coleg y Cymoedd	£519,333	£6,751	£526,084
Gower College Swansea	£424,635	£5,520	£430,155
Grŵp Llandrillo Menai	£594,502	£7,728	£602,230
Grŵp NPTC	£400,313	£5,204	£405,517
Pembrokeshire College	£196,777	£2,558	£199,335
St David’s Catholic Sixth Form College	£113,067	£1,470	£114,537
The College Merthyr Tydfil	£158,124	£2,056	£160,180
	£5,000,000	£65,000	£5,065,000

4. The funding relates to the period 01 August 2025 to 31 July 2026.

5. For more information on how this funding can be expended please see Medr/2025/08: Further Education Professional Learning Funding (PLF) AY 2025/26.

6. This publication also provides a template (Annex A) for the interim report required to be submitted by further education institutions on how activity, funded by the PLF has been delivered. Interim reports should be submitted by 20 February 2026 to [email protected].

Introduction

1. This publication provides guidance to the internal auditors of higher education institutions (HEIs) and further education institutions (FEIs) funded by Medr for higher education provision referred to throughout as higher education providers (HEPs) to use for their annual internal audit of the internal controls relating to the systems and processes in place to produce higher education (HE) data returns, and requests a copy of this internal audit report for each HEP.  Both HEFCW and Medr are referenced throughout this publication depending on historic or current data and processes.

2. Previously, external audits of higher education data were commissioned by HEFCW, prior to HEFCW becoming part of Medr, so that HEPs were externally audited at least once every four years. 2021/22 was the last year of the contract HEFCW had with external auditors to do this and so in Medr we are continuing with the interim process used last year in place of external audits until the audit process is reviewed.

3. For 2026 the process will involve members of the Medr Higher Education Statistics team meeting with data contacts at each HEP, to cover items such as previous audit findings, ongoing implementation of the new Higher Education Statistics Agency (HESA) Student record, and data quality. As part of this interim process, Medr will continue to rely on the annual assurance provided to HEPs and their Audit Committees by their internal auditors about the systems and processes used to produce data returns. Relying on the internal audits will maintain an adequate level of annual assurance in respect of HEPs’ data returns.

4. The internal audit will provide an opinion as to the adequacy and effectiveness of the controls in place to manage the risks relating to the accuracy of data submitted by the HEP to HESA, Medr and Welsh Government (WG), including data used in calculations for the following funding streams:

• Teaching funding (currently comprising per capita and premium funding and part-time (PT) undergraduate (UG) credit-based funding);
• Research funding comprising Quality research (QR) funding and Postgraduate research (PGR) training funding;
• Research Wales Innovation Funding (RWIF);
• Medr’s part-time undergraduate fee waiver scheme;
• Well-being and mental health funding;
• Race access and success funding;
• Targeted employability support funding;
• Capital funding.

and the data used to monitor the following funding streams:

• Medr’s part-time undergraduate fee waiver scheme;
• PGT Master’s bursaries allocations;
• Medr funded Degree Apprenticeship scheme allocations.

5. The internal audit should also provide assurance over the controls in place to ensure the accuracy of data used in the monitoring of performance, including key performance indicators such as the National Measures, and if applicable, data included by HEPs as part of the fee and access plan reporting requirements.

6. This document provides guidance to the internal auditors about the nature of the controls that their audit should address, to assess whether the systems and processes are adequate to provide accurate data returns and data to use in funding and monitoring and also to ensure that internal audits taking place across the sector are carried out on a consistent basis.

7. If the internal audit report’s overall conclusion, or the conclusions relating to the adequacy of the design of the methods of control and the application of those controls, provides a negative opinion (e.g. limited or no assurance, unsatisfactory or inadequate controls) and/or the report includes a significant number of recommendations, Medr should be notified as soon as the opinion has been agreed. Medr will then conduct their own assessment of the issue and/or commission their own external audit as appropriate. This external audit would consider the accuracy of data for the current period and also consider the findings of the internal auditor and aim to assess the extent of potential errors in the data returns and data used for funding and monitoring for prior periods up to the last external audit. The findings of this external audit may result in adjustments to funding and further action may be taken if HEPs are found to be not compliant with their fee and access plans, the supply-side code of practice for data collections or the financial management code.

Scope of the Audit

8. The way in which internal audit work and controls testing is carried out at each HEP will depend on the systems and controls in place and how information is shared within the HEP. However, it is expected that the internal audit work will cover the elements highlighted in this document. Where previous internal audit work has found that the systems and controls in place are satisfactory, it may be considered appropriate by the HEP’s Audit Committee for subsequent audits to only cover areas of risk. In particular, due to the increased risks associated with the implementation of the HESA Data Futures programme in 2022/23, through 2023/24 and into 2024/25 collection, we would expect to see this area of work included in the scope.

9. The Data Futures programme was implemented for the 2022/23 HESA student record. There were difficulties with the return caused by delays to the functionality of the HESA Data Platform, late software updates, late supply of data quality rules by Jisc and other issues in its implementation year. In light of this, for the 2025 audit scope we didn’t recommend that auditors examine the implementation of the new record for 2022/23 in depth, or the systems and process relating to the 2022/23 return, but rather provide opinions on the controls in place to manage risks relating to the record going forward including plans to review and/or improve processes, documentation and data quality moving into the 2023/24 return. Difficulties were also experienced in returning the 2023/24 student record and this may have meant that providers were not able to fully implement new processes and procedures for their systems at that time. Difficulties were also experienced in returning the 2024/25 student record, however, providers are now moving towards more stable processes to make the return. We would expect auditors to take these difficulties into account in their work, and we expect auditors to include in the scope any updates applied to systems and processes, and to risk registers, after review of the 2022/23, 2023/24 and 2024/25 student data returns.

10. Auditors should ascertain the processes by which data returns and monitoring information are compiled and document them to the extent necessary to enable an evaluation to be made of the adequacy of the existing controls used by the HEP to ensure that they produce accurate data returns and appropriately compile monitoring data. Examples of the controls that the audit would normally be expected to assess are set out for all the current funding streams, data returns and other areas of audit in the sections below. Many of the controls are common to the data returns for all areas of audit. However, not all of the areas of audit apply to all HEPs, and auditors should refer to the relevant paragraphs.

11. Auditors should note that there are some areas where HEPs may have to return estimates, where information is not known at the time of return or information is not available in the required form. Estimates can be made using methods suggested by Medr in its guidance, or if appropriate, HEPs can use their own methods. Where estimates have been made, auditors should review the methods used to calculate them, confirm that they are properly documented, reasonable, consistently applied and tested for reliability.

12. If a HEP is in the process of merging or has recently merged with one or more other HEPs, the auditor should ascertain if procedures have been put in place to integrate their data systems or otherwise ensure that returns for the whole merged HEP can be made.

13. In planning the audit, the Auditor should consider the findings and conclusions of any external and/or internal audit reports relating to systems and data returns for the HEP and any follow up reports and correspondence with management to assess the extent of implementation of the reports’ recommendations. It is expected that the audit reports will make reference to and comment upon the extent that recommendations made by auditors in the previous internal or external audit reports have been effectively implemented.

14. Additionally any data issues or errors notified either directly to Medr by the provider, or identified and communicated by Medr, should be referenced in the report together with any action taken to ensure that data systems and processes have been amended where appropriate to mitigate against any such errors in future. As explained in paragraph 9, there were difficulties with the implementation of the Data Futures programme. This led to multiple errors being flagged and tolerated or left open in the HESA student record issue management system (IMS) since 2022/23. We are not expecting auditors to review these errors, but would recommend any review for the HESA student record for the 2024/25 return focus instead on providers’ plans to review these errors and any action they might take to improve systems and processes moving into future HESA student record returns.

15. It is recommended that internal audit staff with some experience of the HE sector and associated data returns are involved in the visits to HEPs undertaken as part of the review and that auditors are sufficiently briefed on the guidance contained within this publication prior to carrying out the audit. In addition, auditors should make themselves aware of the UK-wide issues experienced with the implementation of Data Futures in 2022/23 and any issues experienced by the provider for the 2023/24 and 2024/25 returns. Advice and clarification relating to the guidance in this publication can be obtained from Medr via [email protected], and Medr staff are available to meet with internal audit staff if required.

Introduction

1. This publication informs providers of the core higher education teaching funding allocations for Coleg Cambria for academic year (AY) 2025/26 and is an addendum to the higher education funding allocations published in August 2025 in Medr publication Medr/2025/06: Medr’s funding allocations for academic year 2025/26. Coleg Cambria is eligible for funding from Medr for its higher education provision from AY 2025/26 as it has an approved fee and access plan from AY 2025/26.

Core higher education teaching funding

2. Core higher education teaching funding comprises:

• Part-time undergraduate credit based funding;
• Per capita funding;
• Access and retention premium;
• Disability premium;
• Expensive subjects premium;
• Higher cost subjects premium;
• Welsh medium premium.

More information about these streams of funding can be found in Medr/2025/06.

3. Data collected on the Higher Education Statistics Agency (HESA) student record 2023/24 for Coleg Cambria was used in the allocation calculations. More information about the data extracted and used in the calculations can be found in Medr publication Medr/2024/01: Higher Education Data Requirements 2024/25.

4. Other higher education funding streams that Coleg Cambria may be eligible for will be notified separately.

Allocations for Coleg Cambria AY 2025/26

5. The following table shows the core teaching allocations for Coleg Cambria for AY 2025/26:

Funding stream	Full-time undergraduate funding (£)	Part-time undergraduate funding (£)	Total core teaching funding 2025/26 (£)
Part-time undergraduate credit based funding	0	0	0
Per capita funding	132	5	137
Access and retention premium	0	212	212
Disability premium	0	0	0
Expensive subjects premium	0	0	0
Higher cost subjects premium	16,668	0	16,668
Welsh medium premium	0	0	0
Total	16,800	217	17,017

Payment schedule

6. The payment schedule for core higher education teaching funding for AY 2025/26 is normally to pay 10% of funding to providers in all months of the year other than February and March. Therefore, for Coleg Cambria for AY 2025/26, payments for August 2025 to January 2026 (60% in total) will be paid with the April 2026 payment and a further 10% will be paid in each of April, May, June and July 2026.

Further information

7. Any queries regarding this publication should be directed to Hannah Falvey ([email protected]).

Aspiring apprentices across Wales will soon be able to benefit from new construction apprenticeships, helping fill skills gaps identified by the industry.

Following engagement with apprenticeship providers, industry and learners, Level 2 apprenticeship pathways in bricklaying, site carpentry, scaffolding and building maintenance will be available later this year. The apprenticeship courses are being introduced by Medr following funding from Welsh Government.

Since 2022, the construction framework for apprentices has begun at Level 3. The new Level 2 courses have been created in collaboration with Qualifications Wales and will provide wider choice for learners, whilst helping meet the sector’s skills demands.

Jack Sargeant, Minister for Culture, Skills and Social Partnership, said:

“Construction is a critical sector for the Welsh economy, with a long and successful past in harnessing the power of apprenticeships for the benefit of employers, learners and the wider socio-economic landscape. We are committed to strengthening its workforce and skills pipeline to meet construction, housing and retrofit ambitions.

“There is clear demand for Level 2 construction apprenticeship opportunities to be made available in Wales, and the new pathways announced are proof our commitment to apprenticeships is unwavering. The sector can be confident that Wales is building a modern, flexible and future focused apprenticeship system.”

James Owen, Chief Executive of Medr, added:

“We are pleased that these new apprenticeship pathways will be available to meet the needs of employers and learners for an accessible route to sustainable careers in the construction industry.

“Responsive apprenticeship frameworks are key to our ambitions to create a flexible and joined-up tertiary system where everyone can acquire the skills and knowledge they need for a changing economy and society.”

Ifan Glyn, Federation of Master Builders’ Director of Home Nations and Wales, said:

“We welcome this announcement, as it reflects concerns raised by small builders across Wales. Small, local firms train the vast majority of Wales’s apprentices, so greater flexibility in apprenticeship pathways is a positive step towards addressing the growing skills shortages facing the sector.

“Diversifying entry routes into the construction workforce also supports our 2026 Senedd manifesto call, so it is pleasing to see the Welsh Government responding to the industry in this way.”

Last week Medr published its report of the demand, provision and distribution of subject areas across higher education in Wales.

The analysis contained in the report looks at the subjects higher education students study, and also looks at A level entries, UCAS entrant data and Research Excellence Framework 2021 data, by subject.

The work was carried out in response to a request from Vikki Howells, Minister for Further and Higher Education and has been submitted in response to the Welsh Government Tertiary Participation and Sustainability evidence paper call for submissions.

Subjects of study – demand, provision and distribution of subject areas across higher education

Introduction

1. This piece of work has been carried out in response to a request from Vikki Howells, Minister for Further and Higher Education, at the beginning of 2025, for Medr to provide an overview of the demand, provision and distribution of subject areas across higher education (HE) in Wales. The analysis summarises HE subject provision in Wales and includes an analysis of the current enrolments by subject group at Welsh higher education providers (HEPs),the trend in enrolments, a comparison with the UK, a regional analysis, an analysis of study through the medium of Welsh, an analysis of the A level pipeline to HE, UCAS applications and acceptances to HE in Wales and Research Excellence Framework (REF) 2021 results.

Executive summary

2. Overall, the subject distribution of HE enrolments in Wales for 2023/24 is similar to that of the UK as a whole, with the high level subject groups with the most enrolments being Business and Management, Subjects allied to medicine and Social sciences for both Wales and the UK.

3. There are different subject distributions for different modes and levels of study. Popular full-time (FT) undergraduate (UG) subjects include Business and management, Law, Computing, Engineering, Nursing and midwifery and Biosciences, while Combined and general studies, Education and teaching, Health and social care, Psychology and Engineering are popular for part-time (PT) UG study. For FT postgraduate (PG) study, Business and management is by far the most popular subject group. For PT PG study, Business and management, Education and teaching, Nursing and midwifery and Allied health have the most enrolments.

4. There are much higher proportions of domiciles from overseas for postgraduate provision, than for undergraduate provision. For subject groups with over 1,000 enrolments in 2023/24, particularly large proportions are seen for FT PG provision in Business and management (94%), Computing (84%), Engineering (79%) and Allied health (72%).

5. Some subject groups have high proportions of enrolments from the rest of the UK, such as Languages and area studies, Economics, Geography, earth and environmental studies, Politics, Physics and astronomy and Biosciences, all with over 70% from the rest of the UK for full-time undergraduate provision.

6. The Open University in Wales dominates PT UG provision accounting for over half of all PT UG provision in 2023/24. UG non-degree provision was the most likely to be studied on a part-time basis, and some subjects were much more likely to be studied part-time, such as Combined and general studies.

7. Overall, the number of enrolments at Welsh HEPs increased by 14% over the past 10 years. This is lower than the UK figure at 25%. However, enrolments in certain subject areas have declined significantly over the past 10 years. Particular areas of concern for FT UG degree provision include Language and area studies, Education and teaching, Design, and creative and performing arts, Physical sciences and Mathematical sciences, all with decreases of 20% or more. In contrast, FT UG degree enrolments in Medicine and dentistry, Subjects allied to medicine, Computing, Architecture, building and planning, Social sciences and Law have increased by 20% or more.

8. For FT PG taught (PGT) provision, large proportional increases in enrolments were seen in Subjects allied to medicine, Physical sciences, Mathematical sciences and Computing. Decreases were seen in Language and area studies and Historical, philosophical and religious studies.

9. Compared to the UK as a whole, Wales has lower proportions of enrolments from overseas students, and higher proportions than might be expected of PT and UG non-degree provision.

10. Wales’ share of FT PG research (PGR) enrolments at UK HEPs has decreased overall between 2019/20 and 2023/24, though PT PGR is up over the same period. For FT PGR provision, the share of enrolments at UK HEPs has been below 4% for the past four years, when overall enrolments at Welsh HEPs have a share of just over 5%. The low share of FT PGR enrolments and small numbers of PGR students in certain subject groups is reflected to some extent in the REF 2021 results for Wales.

11. Wales has a higher than expected proportion of enrolments at UK HEPs in some subjects, including Sport and exercise sciences, Combined and general studies, Health and social care and Biosciences.

12. For most subjects, the number of Welsh domiciles staying in Wales to study outnumbered those studying in the rest of the UK, exceptions include Medicine and dentistry, Veterinary sciences, Music and Other performing arts.

13. There are areas where FT UG demand from Welsh domiciles exceeds the supply in Welsh HEPs of places for home domiciled students. These include Veterinary sciences, Creative arts and design, Music, Other performing arts, General, applied and forensic sciences, and Materials and technology.

14. Provision in Wales is concentrated in the south of the country, and there are certain subjects that are only available in Cardiff University. The population of Wales is also greater in the south, but provision is not evenly distributed according to the local population. Some subjects, such as Engineering and Materials and technology in South West Wales, are concentrated in particular locations. Certain vulnerable subjects are based in small providers such as language and area studies in Aberystwyth University.

15. Most provision is based in the nine universities in Wales, with Cardiff University being the largest HEP. Smaller amounts of provision are available in further education colleges and alternative providers. This provision is available either directly from the college or alternative provider, with a university or other organisation awarding the qualification, or is franchised in from a university. These arrangements provide local opportunities for certain subjects in places that do not have a university and offer progression opportunities for those studying at level 3 in colleges.

16. Welsh medium provision is concentrated in FT UG study, with little provision at PG level. Welsh medium provision is also concentrated in certain subjects such as Celtic studies (as would be expected given this includes Welsh language and literature), Education and teaching, Agriculture, food and related studies and Design, and creative and performing arts. However, numbers are small and proportions of fluent Welsh speakers that take some Welsh medium provision are small in some subject areas.

17. The pipeline to HE from A level completions mirrors some of the decreases seen in enrolments at UG level. Work is being carried out in Medr to explore the drop in progression between AS level and A2 qualifications which may provide some insight into this.

18. For UG entrants that apply through UCAS, Welsh domiciles are more likely to be accepted to Welsh HEPs for most subjects, this is likely due to Welsh domiciles preferring Welsh HEPs in their applications. However, the number of acceptances in some subjects mean that some subjects are dominated by entrants from the rest of the UK. This includes Economics, Languages and area studies, Biosciences, and Geography, earth and environmental studies, with over 70% of acceptances from the rest of the UK.

19. Staff full-time equivalent (FTE) submitted to the REF 2021 exercise for Wales accounted for 3.9% of the UK total, which is lower than might be expected, and in some subject areas staff FTE numbers submitted were very small.