2025-26 was Medr’s first full year of operation and marked a significant shift from organisational establishment to delivery.

Over the year, Medr invested more than £1 billion across the tertiary education and research sector, supporting over 320,000 learners across Wales.

Key achievements included:

• Launching Wales’ tertiary-wide regulatory framework, the first of its kind in the UK, bringing together expectations on quality, learner engagement, wellbeing, equality, Welsh language provision, governance and financial sustainability within a single system.
• Leading a national consultation on the future of apprenticeships, engaging learners, employers and providers and establishing clear priorities for a more flexible, inclusive and responsive apprenticeship programme.
• Expanding Junior Apprenticeships provision across Wales, supported by £600,000 of investment, helping more young people at risk of disengagement access vocational pathways and improve attendance, confidence and progression outcomes.
• Publishing the Learner Engagement Code and strengthening the role of learner voice across the tertiary sector, ensuring learners are more meaningfully involved in decision-making and shaping their own learning experiences.
• Investing £5 million through the Strategic Development Fund, supporting 12 collaborative projects spanning skills, curriculum innovation, clean energy, digital capability, advanced manufacturing, and regional economic development.
• Strengthening evidence and analytical capability, including publishing Medr’s first report on the financial sustainability of higher education in Wales and new system-wide analysis of subject demand and provision.
• Achieving recognition from the Office for Statistics Regulation (OSR), which concluded that Medr had established a strong foundation as a new producer of official statistics and identified examples of good practice, providing an important endorsement of the organisation’s analytical and data capability.
• Advancing strategic priorities for equity, wellbeing and the Welsh language, including new regulatory conditions covering Equality of Opportunity, Learner and Staff Welfare, and Welsh language provision across the tertiary sector.

James Owen, Chief Executive of Medr said:

“This has been a landmark year for Medr as we moved from laying the foundations of a new organisation to delivering meaningful outcomes for learners, providers and employers.

“Working closely with our partners, we have invested more than £1 billion in the tertiary education and research sector, introduced a new regulatory framework, strengthened learner engagement and helped shape the future direction of apprenticeships.

“Together, these achievements are helping to build a more connected, inclusive and sustainable tertiary education system that supports opportunity, innovation and prosperity for Wales.”

Medr’s annual report for the period April 2025 – March 2026 was laid before the Senedd on 29 September 2026.

Medr's Annual Report and Accounts 2025-26

Medr welcomes Estyn’s thematic review of attendance and participation across post-16 education in Wales (this includes further education (FE) colleges and school sixth forms across Wales). The report provides valuable insight into current attendance patterns, the factors influencing learner engagement, and the approaches being adopted by providers to improve attendance and participation. We recognise the importance of attendance as a key enabler of learner success, progression, wellbeing and positive outcomes.

The report aligns with Medr’s commitment to supporting a high-quality tertiary education system and highlights several areas where collaborative action across the sector can strengthen learner engagement and improve outcomes.

In particular, we note the report’s findings regarding the varying approaches taken to recording and reporting attendance, the challenges associated with benchmarking attendance data, and the strong relationship between attendance, wellbeing and learner success.

Response to key findings

Medr recognises the report’s conclusion that attendance remains a significant challenge across post-16 provision, and that attendance is influenced by a complex range of interrelated factors, including learner wellbeing, transport accessibility, financial pressures, part-time employment and curriculum relevance.

We are encouraged by the examples of effective practice identified in the report, including the development of specialist pastoral support roles, learner-centred intervention approaches and the increasing use of attendance data alongside wider measures of learner progress and wellbeing. These approaches reinforce the importance of considering attendance within a broader framework of learner engagement.

Response to recommendations for Medr

We accept the findings and recommendations as they relate to Medr and recognise the opportunity to strengthen national arrangements for attendance and participation across the tertiary sector. Medr will consider how we might contribute in this area in light of the proposed review of the Lifelong Learning Wales Record (LLWR).

Standardisation of attendance reporting

Medr will work with providers, Welsh Government and key sector partners to explore options for developing greater consistency in attendance and participation reporting. This could include consideration of common definitions, attendance codes and reporting arrangements to support improved comparability and understanding across the sector. Any future developments will need to be proportionate, evidence-based and developed collaboratively with providers.

Development of national attendance data

We acknowledge the report’s recommendation regarding the publication of national post-16 attendance data but recognise the challenges it poses. It is likely that this would be a long-term ambition and would require a sustained investment of time and resource. Medr will work with Welsh Government and providers to consider the feasibility, benefits and practical implications of establishing national attendance datasets and reporting arrangements that support benchmarking, self-evaluation and continuous improvement while minimising unnecessary burden on providers

Sharing effective practice

Medr recognises the significant strengths that already exist across Wales. We will continue to facilitate opportunities for providers to share effective practice, particularly in relation to attendance monitoring, learner support, wellbeing interventions and approaches that strengthen engagement and participation.

Next steps

Medr welcomes this report which provides a clear foundation for further discussion across the sector. The findings reinforce that improving attendance requires a system-wide response.

Medr is committed to working with Welsh Government, local authorities, schools, colleges and other stakeholders to consider the recommendations in detail and to support continued improvement in learner engagement, attendance, wellbeing and outcomes across Wales.

For further information, please contact [email protected].

1. This publication is to set out an increase in the funding awarded to Medr by Welsh Government for Junior Apprenticeships in the financial year 2026-27. The additional investment is to recognise increased provision and participation across Wales.

2. The additional funding awarded to Medr is for £135,000.

3. A separate publication will be issued following the 2026/27 academic year identifying individual FEI allocations.

Background

1. Since 2025, Medr has been conducting a ‘deep dive’ into the construction and building services sector, in parallel with undertaking a review of the apprenticeship frameworks currently available. The objective being to determine the suitability of the Construction and Building Services Apprenticeship Frameworks i.e. whether they meet industry need and meet the relevant skills needs of the Welsh construction and building services sector.

2. There has been extensive engagement and collaboration with apprenticeship providers, employers, Qualifications Wales and CITB (Construction Industry Training Board) at all stages in this process.

The consultation

3. Medr launched a consultation on 1 July 2026 (Medr/2026/31: Consultation on the proposed new pathways in the Construction and Building Services Apprenticeship Framework). We are now seeking comments on a further pathway, Groundworks/Construction Operations (Annex A), which will sit within the Construction and Building Services Apprenticeship Framework.

4. There are no set questions with regard to the pathways themselves, as we would like respondents to share your thoughts freely, with no restrictions on the range of issues on which you would like to comment.

5. More broadly, respondents should also consider the following areas:

The Welsh language

6. Could proposed new pathways be changed to increase positive effects, or decrease adverse effects on:

• Opportunities for persons to use the Welsh language
• Treating the Welsh language no less favourably than the English language

Impact on the Well-being of Future Generations Act (2015)

7. Could the proposed new pathways be changed to increase positive effects, or decrease adverse effects on the goals of the Well-being of Future Generations Act 2015?

Impact on equality, diversity and inclusion

8. Do the proposed new pathways have any positive or negative impacts, or unintended consequences, in terms of equality, diversity and inclusion?

Responses

9. Responses should be emailed to [email protected] by 14 October 2026.

The years between 16 and 18 are some of the most important in a learner’s education journey. It is a time when young people begin to specialise, explore their interests and take the next steps towards higher education, training or employment.

To support this, learners need access to a broad, high-quality range of opportunities that reflect both their aspirations and the needs of their local communities. This is the purpose of 16-18 Local Curricula.

As responsibility for forming local curricula has transferred to Medr, there is an opportunity to strengthen collaboration across Wales and ensure that all learners can benefit from sustainable, inclusive and learner-centred curriculum offers.

What are 16-18 Local Curricula?

A 16-18 Local Curriculum is the collective range of courses and learning opportunities available to young people within a local authority area.

These opportunities may be delivered by schools, further education institutions, or through collaborative arrangements between providers. The aim is to ensure learners can access a broad choice of academic and vocational pathways that support progression to their chosen next steps.

At its heart, local curriculum planning is about learners. It is about understanding what young people need, what opportunities are available, and how partners can work together to maximise choice and support successful outcomes.

Medr’s role

The Tertiary Education and Research (Wales) Act 2022 places responsibility for forming 16-18 Local Curricula with Medr, creating a single organisation responsible for strategic oversight of post-compulsory education in Wales.

As part of this role, Medr will work with local authorities, schools, colleges and wider partners to:

• Develop local curriculum arrangements across Wales.
• Use data, evidence and intelligence to inform planning and decision making.
• Support curriculum offers that reflect learner demand and local priorities.
• Promote sustainable provision and meaningful progression pathways.
• Support opportunities for Welsh-medium learning and participation.
• Work collaboratively with partners to develop practical and proportionate approaches that reflect local circumstances.

Effective local curricula depend on strong partnerships and shared ownership. Medr plays a collaborative role, bringing together partners across the system.

The role of local authorities, schools and colleges

Local authorities, schools and further education institutions continue to play a vital role in shaping local curricula.

Their local knowledge and understanding of learners, communities and provision are essential to effective planning. They are also key partners in helping maximise the availability of courses and ensuring learners have access to a broad and balanced curriculum offer.

This includes considering:

• Learner interests and aspirations.
• Progression opportunities into further learning and employment.
• Local and regional labour market intelligence.
• Welsh-medium provision and linguistic continuity.
• Additional Learning Needs (ALN).
• The practical realities of delivering a broad and sustainable curriculum.

By bringing together national oversight and local expertise, partners can create curriculum offers that meet the diverse needs of learners and communities across Wales.

Why collaboration matters

Collaboration has always been central to successful local curriculum planning.

The legislation and guidance recognise that no single organisation can provide every opportunity that learners may wish to access. Schools, colleges and local authorities are therefore encouraged to work together to maximise learner choice and create sustainable curriculum offers.

Working collaboratively can help partners:

• Expand the range of courses available to learners.
• Reduce unnecessary duplication of provision.
• Make the best use of available resources.
• Strengthen learner progression pathways.
• Support Welsh-medium education and increased participation.
• Respond to local skills and labour market needs.

Ultimately, successful local curricula are built on shared responsibility, open dialogue and a collective commitment to putting learners first.

Join the conversation

To support partners as this work develops, Medr is hosting two webinars focused on the future development of 16-18 Local Curricula in Wales.

These sessions will provide an opportunity to better understand:

• Medr’s approach to 16-18 Local Curricula.
• The roles and responsibilities of schools, colleges, local authorities, Medr and Welsh Government.
• How data and evidence will support curriculum planning and decision making.
• The links between curriculum planning, learner progression, curriculum sufficiency and Welsh-medium provision.
• How partners can work collaboratively to develop practical local solutions.
• Future guidance, support and engagement opportunities.

Webinar dates

Registration is now open via Eventbrite.

• Wednesday 7 October, 15.30-16.30, online

• Thursday 8 October, 15.30-16.30, online

We encourage colleagues from schools, sixth forms, local authorities, further education institutions and partner organisations to attend and contribute to shaping the future of 16-18 Local Curricula in Wales.

By working together, we can help ensure that every learner has access to a broad, sustainable and meaningful curriculum offer that supports them to thrive in education, employment and life.

For further information, contact [email protected]. 

Medr and the Learned Society of Wales (LSW) have collectively launched the second year of the Research Culture Network Grants (RCNG) scheme, which supports researchers, research professionals and research communities to work together to address challenges and strengthen research culture across Wales.

Recognising the value of these grassroots initiatives, in 2025/26 Medr invested in the scheme, through its Wales Research Environment and Culture (WREC) Collaborative Fund to the Learned Society of Wales. The Collaborative Fund sits within the wider WREC Fund, which supports research culture through both institutional and community-led approaches. While a significant proportion of WREC funding is allocated directly to higher education institutions to support strategic, institution-wide activity, the RCNG Scheme provides a complementary, bottom-up approach by investing in researcher/research professional-led networks.

Offering grants of up to £3,000, the scheme has enabled existing and emerging networks across Wales to address challenges identified by their own communities, fostering collaboration, inclusion and innovation at a grassroots level. Together, these top-down and bottom-up approaches can help create a more connected, supportive and resilient research culture across Wales, ensuring that researchers at all career stages are empowered to thrive, collaborate and deliver high-quality research which delivers meaningful benefits for society.

In the first year, fourteen networks spanning universities, health organisations and research centres across Wales received funding. The funded projects are led by researchers and research professionals, including technicians and specialist support staff, at a range of career stages. The networks include early career researchers, established academics and professional services colleagues who are working together to strengthen research communities and improve the research environment. Five projects are establishing entirely new networks, while others are focused on growing emerging communities or sustaining existing initiatives.

Projects addressed a wide range of research culture challenges, including researcher isolation, limited protected time for research and writing, confidence and imposter syndrome, barriers to collaboration, and challenges faced by underrepresented groups. Several initiatives specifically support women, non-binary researchers and ethnically minoritised communities, while others focus on strengthening cross-sector partnerships and community engagement.

We are already seeing the positive impact these networks are having on researchers across the sector in Wales. Participants have reported increased visibility of important research culture issues, stronger peer support and new opportunities for collaboration. One project, the Swansea International Race Equality Network (SIREN) Residential Mentoring Programme, received more than 100 applications for just 20 places and has since secured additional institutional funding to expand its activities and develop a wider national network.

The programme has also supported a range of innovative initiatives, including writing retreats for women academics with caring responsibilities (Write Now!); communities of practice for pharmacy professionals; networks for research technical professionals, and partnerships focused on women’s health, climate change, legal academia and voluntary sector research.

Initial learning from the scheme highlights the continuing importance of grassroots activity in creating inclusive and supportive research environments. Common themes identified by network leaders include the need for greater mentoring and peer support, more opportunities for cross-disciplinary and cross-institutional collaboration, recognition of diverse forms of expertise, and stronger links between academic research and wider communities.

While funding was available for 14 projects, we received 72 applications in the first round of funding, demonstrating the strong demand for the scheme and appetite among researchers and research professionals to build more connected, inclusive and resilient research cultures across Wales.

The new funding round, launched on 9 September, will enable existing networks to build on their progress while also supporting new communities and ideas that harness the sector’s enthusiasm and ambition to create a stronger research ecosystem for Wales.

Summary

Medr’s Strategic Plan sets out an aim 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 design future apprenticeship provision to respond to the Welsh Government’s skills priorities and to meet the needs of learners, employers and the economy. Apprenticeships are a key lever for driving productivity and helping to grow a skilled and diverse workforce.

The new apprenticeship programme will start on 1 August 2027 and will be more responsive and flexible to meet our changing economy.

In May 2026 we undertook a consultation on a proposed funding model for the new apprenticeship programme leading to regulated qualifications at levels 2-5, which included engagement with tertiary education providers, industry bodies, employers and other stakeholders.

We asked for views on:

• The high-level principles of the new funding model
• Benefits of the new funding model
• Unintended consequences of implementing the new funding model
• Additional apprenticeship costs

Hearing from stakeholders has been key to help Medr shape the new funding model and fully consider the unintended consequences identified.

This document provides a summary of key themes from the responses to the consultation questions and how we have decided to respond in finalising the new funding model.

Annex A provides a more detailed analysis of the consultation feedback.

Introduction

1. Since 2011 Higher Education Research Capital (HERC) has been provided to qualifying institutions in Wales. This publication advises Higher Education Institutions (HEIs) of allocations for 2026-27 and provides guidance on the associated reporting and monitoring requirements.

Background

2. The Department for Business, Innovation, Science and Trade (BIST, formerly DSIT) has confirmed that it will provide HERC funding to the four UK HE funding bodies in 2026-27. BIST will provide support of £3,985,554 in Wales which will be matched by a contribution from the Welsh Government (WG) resulting in a total fund of £7,971,108.

Changes to HERC Funding

3. In March 2026, the UK Minister for Science confirmed in a letter to Welsh Government that HERC funding for Wales will see a tapered reduction from 2026/27 to 2029/30, linked to wider UK Research and Innovation (UKRI) capital funding reforms. After 2026/27, UKRI capital funding provided through Research England will focus on sustaining existing facilities, with funding for new equipment and infrastructure delivered through UK-wide competitive calls led by UKRI’s research councils.

4. Indicative BIST HERC allocations for Wales are expected to reduce over the Spending Review period, from £3.99m in 2026/27 to £2.44m by 2029/30.

5. To provide Welsh Government, Medr and HEIs with time to adapt to these changes, BIST has secured a time-limited top-up to the HERC allocations for Wales. This additional funding is included within the allocations for 2026-27, allowing a slower taper to support the transition.

6. In Wales, Welsh Government have confirmed that HERC will not be limited to maintenance only; HEIs in Wales retain the existing flexibility to make strategic decisions about how to invest HERC in their research infrastructure.

Use of funding

7. The funding provided under HERC in Wales is to be used solely for capital investment in the physical infrastructure for research. Research includes ‘scientific research’ (meaning research and development in any of the sciences including social sciences or technology (section 6(1) of the Science and Technology Act 1965)) and arts and humanities research.

8. In determining the use of their allocations institutions should take account of the priorities and ambitions set out in Medr’s Strategic Plan 2025-2030, the Welsh Government’s upcoming Programme of Government (scheduled for autumn 2026) and Innovation Strategy (Wales Innovates), and the UK Government’s Science and Technology Framework, Industrial Strategy and UKRI Strategy. Consideration should also be given to how funding is used to support the ambitions of the Well-being of Future Generations (Wales) Act 2015.

Allocations

9. Funding is allocated via separate methods for BIST and Welsh Government elements:

1. The BIST element of funding is allocated using the most recent 3-year data from the Higher Education Statistics Agency (HESA) on UKRI Research Council income. As per BIST’s Memorandum of Understanding with Medr and Welsh Government, funding should focus on maintaining excellent departments with critical mass to compete globally and the expertise to work closely with business, charities and public services.
2. The Welsh Government element of the grant is allocated pro-rata to a combination of latest recurrent Quality Research (QR) allocation plus other research income reported by the provider to the HESA finance record in 2022/23, 2023/24, and 2024/25. The QR allocation for 2026/27 has been used within the funding formula for HERC 2026-27.

Funding threshold

10. In order to meet the BIST requirement that the fund supports excellence and builds critical mass the formula includes a minimum threshold of £100k. Only institutions with allocations calculated to be above this eligibility threshold will receive funding in 2026-27.

11. Funding allocations for qualifying institutions in 2026-27 can be found at Annex A.

Monitoring arrangements

12. In February 2026, institutions submitted details of their future HERC funding priorities for 2026-27. Confirmation of these investments and potential future plans for 2026-27 should be provided by completing and submitting the pro-forma at Annex B.

• Part 1 of the pro-forma should report on confirmed use of funding in 2026-27, including total costs of large scale investments where HERC funding has been a contribution. Institutions should demonstrate where HERC funding has enabled and incentivised research capacity, developed strategic priorities, and allowed institutions to compete more effectively for external research and innovation funding.
• Part 2 of the pro-forma should be used to outline spending priorities for 2027-28 based on the assumption further HERC funding is made available.
• Annex B must be returned to Medr by no later than 12 February 2027.

13. In order to confirm HERC has been spent in full, qualifying institutions are asked to submit the Confirmation of Expenditure pro-forma at Annex C by 23 April 2027. Institutions should ensure it is clear whether any unspent funding is fully committed and if so, the date by which it will be spent in full. Unspent funding which is uncommitted can be reclaimed by Medr.

14. The information submitted by HEIs in these reports will form the basis of Medr’s reporting requirements for Welsh Government in February 2027 and BIST in May 2027. Failure to provide adequate project and expenditure detail could delay future confirmation of funding allocations, or indicate a potential lack of impact for HERC investment in Wales which could diminish the argument for continued funding.

Payment arrangements

15. As noted in Annex A funding will be distributed via two payments in September 2026 and January 2027.

Further information/responses to

16. For further information, contact Hayley Moss ([email protected]).

Assessing the impact of our policies

17. We carry out an impact assessment screening to help safeguard against discrimination and promote equality. We also consider the impact of policies on the Welsh language, and Welsh language provision within the HE sector in Wales and potential impacts towards the goals set out in the Well-Being of Future Generations (Wales) Act 2015 including our Well-Being Objectives. Contact [email protected] for more information about impact assessments.

Publication summary

1. This publication sets out Medr’s requirements and funding arrangements for the Employment and Enterprise Bureau (EEB) activity in 2026/27. It confirms monitoring arrangements, timelines and attaches monitoring templates.

2. The aim of the EEB is to deliver positive employment and self-employment outcomes for learners, by providing a package of support to develop learner employability, enterprise and entrepreneurial skills. This support should be delivered by working in collaboration with employers, Careers Wales, the Regional Skills Partnerships (RSPs), and other key partners to develop opportunities for learners in their regions.

3. The funding should be used to continue to integrate enterprise and entrepreneurship delivery within the EEB, with the aim of increasing the self-employment opportunities available to learners and leavers, as well as promoting embedding employability and entrepreneurship within the curriculum to the benefit of learners.

2026/27 funding

4. The total budget available to support the EEBs from 1 August 2026 to 31 July 2027 is £1,320,000. This funding is comprised of £960,000 of Medr funding and £360,000 received from Business Wales, which must be used to support the Enterprise and Entrepreneurship element of the EEB activity in Further Education Institutions (FEIs) in Wales. The total allocation will continue to be split equally between 12 FEIs in Wales so that each FEI receives a total allocation of £110,000 in 2026/27.

Monitoring and timelines

5. FEIs are required to submit an interim and end of year monitoring report, using the templates at Annex A and B, to Medr by the dates set out in the timeline. As the enterprise funding for 2026/27 is provided by the Welsh Government, information that is reported to Medr against those requirements will be shared with the Welsh Government so the impact of its funding can be monitored.

Action	Responsibility	Date
2026/27 EEB first payment of £83,600	Medr	September 2026
Interim report submitted to Medr	EEBs	29 January 2027
2026/27 EEB final payment of £26,400	Medr	April 2027
End of year report submitted to Medr	EEBs	30 July 2027
Statement of Expenditure submitted to Medr	EEBs	31 August 2027

New Level 2 apprenticeship frameworks are now available in Wales within the construction sector following changes announced by the Welsh Government, Qualifications Wales and Medr on 11 February 2026.

These new opportunities will improve the diversity of routes into this sector creating new opportunities for employers to develop skilled talent. They have been designed to enable apprentices to develop the skills, knowledge and competence they need to enter and progress in the sector. The new pathways are available in Level 2 bricklaying and site carpentry and Level 3 floorcovering and refrigeration, air conditioning and heat pumps.

James Owen, Chief Executive of Medr, said:

“These new pathways give learners and employers more options to develop skills in key construction occupations. We are pleased to have been able to support more accessible routes to help learners start their careers in this important and growing sector.”

Notes:

• Existing Level 3 apprenticeship frameworks in bricklaying and site carpentry will be withdrawn on 31 October 2026.
• New level 3 apprenticeships pathways in craft bricklaying and craft site carpentry will be introduced in August 2027, offering progression opportunities for those learners who successfully complete one of the new Level 2 foundation apprenticeships in these occupations.
• Learners interested in knowing more about apprenticeship opportunities should contact their local further education college or apprenticeship provider.
• New foundation apprenticeships in building improvement operations and in scaffolding are currently in development and will be available early 2027.

More about the apprenticeship frameworks Contacts at apprenticeship providers

Medr has launched a new process designed to open up opportunities to deliver apprenticeships from August 2027.

The new Apprenticeship Programme will, for the first time, offer grants to a network of providers who can deliver apprenticeships throughout a range of sector frameworks from Agriculture, Environmental and Animal Care to Transport, Automotive, Engineering and Logistics.

The Programme will also be supported by a new way of funding apprenticeship frameworks that will provide clearer progression pathways and support more flexible delivery.

The new Programme has been developed following extensive engagement and consultation with learners, employers, industry bodies, providers and other partners across Wales, and aims to create an apprenticeship system that:

• responds quickly to skills needs and economic priorities
• learners and employers can more easily understand and navigate
• improves the experience for learners, including clearer progression pathways, better support, more flexibility, and increased opportunities in Welsh, and
• better involves employers in shaping apprenticeship frameworks.

James Owen, Chief Executive of Medr, said:

“The Apprenticeships Programme has delivered significant benefits to learners, employers and Wales.

“As the current programme draws to a close, we have a chance to redesign how apprenticeships are offered in Wales to better reflect ever-evolving workforce requirements and learner expectations, and take advantage of the opportunities the creation of Medr has brought to the tertiary education and skills landscape.

“We’ve listened to what learners, employers and providers told us during our consultation on the future of apprenticeships in Wales. The new programme reflects that feedback and will be more responsive to employer demand, support learners throughout their careers, and help Wales develop the skills needed for future economic growth.

“The new programme gives fresh opportunities for providers who can show that they have the organisational capability, leadership, financial resilience and delivery capacity necessary to work in partnership to deliver the Wales’ apprenticeship provision from 2027.

“For employers, the new programme aims to respond to workforce needs and supports skills development across Wales.

“Current and future apprentices can be confident of high-quality learning, progression and positive outcomes that increasingly prepare them for the changing world of work.”

Full details about the application process for prospective providers, eligibility and funding can be found on Medr’s website:

Apprenticeship Programme in Wales: grant application

Notes

Applications are open to a range of organisations, including existing providers, new entrants, further education institutions, higher education institutions, charitable organisations, public sector organisations and collaborative partnerships.

Prospective providers must submit an initial application to demonstrate that they meet Medr’s conditions of funding by 2 October 2026.

An information online event will take place at 11:00 on 8 September 2026 for potential providers that are interested in submitting an application to deliver the Apprenticeship Programme in Wales. This can be booked via Eventbrite.

Summary

This document provides information for organisations wishing to apply for the new Apprenticeship Programme grant in Wales, to commence August 2027.

It sets out the programme requirements, application process and assessment arrangements.

Initial grant awards will be for a period of four years.

Purpose of new apprenticeship programme

The purpose of the Apprenticeship Programme is to secure high-quality apprenticeship provision that meets the current and future needs of learners, employers and the Welsh economy.

The programme has been designed to support providers that can demonstrate the organisational capability, leadership, financial resilience and delivery capacity necessary to operate as strategic partners within Wales’ tertiary education system.

Design principles

The design of the Apprenticeship Programme has been informed by extensive engagement with stakeholders and lessons learned from previous apprenticeship commissioning arrangements.

Several key principles have informed the development of the programme:

• All-age programme (16 years old and above)
• Delivers high-quality apprenticeships from level 2 to level 6
• Responds to changing skills demands across the economy and regional skills needs
• Responds to the Welsh Government’s skills priorities, including responding to changing technologies and green skills
• Meets the needs of learners and supports their progression through the tertiary education system and into and throughout their chosen career
• Is agile and responsive, ensuring the right qualifications and skills are delivered to meet the needs of employers, learners and the economy
• Delivers inclusive apprenticeships which are accessible for learners from a range of backgrounds and with protected characteristics and socio-economic disadvantage
• Increases opportunities for all apprentices to develop, maintain and use their Welsh language skills throughout their training and employment, equipping them to contribute to an increasingly bilingual workforce
• Offers high-quality provision which strengthens outcomes and attainment of learners.

How to apply

The grant-funded Apprenticeship Programme is structured around three delivery strands:

• Strand 1 – Core Apprenticeship Programme – delivery of frameworks leading to regulated qualifications at levels 2-5. 
• Strand 2 – Degree Apprenticeship Programme – delivery of frameworks leading to degrees at level 6 awarded by universities.
• Strand 3 – Supported Apprenticeship Programme (Supported Apprenticeships provide enhanced support for apprentices with complex employment and learning needs, enabling them to successfully complete their apprenticeship.)

Providers will need to apply separately for each of the three strands of the programme.

Please complete all relevant questions in the grant application form at Annex A.

Applications may be submitted by organisations that can demonstrate the legal, financial, governance and operational capability required to deliver apprenticeship provision within Wales.

Eligible organisations may include:

• Further education institutions (Strand 1 and 3)
• Higher education institutions (Strand 1 and 2)
• Independent training providers (Strand 1 and 3)
• Charitable and not-for-profit organisations (Strand 1 and 3)
• Public Sector Organisations (Strand 1 and 3)
• Collaborative partnerships and consortia (Strand 1 and 3)

Deadline and more information

The deadlines for applications are:

• Stage 1 – 02 October 2026
• Stage 2 – 31 December 2026

An information online event will take place at 11:00 on 8 September 2026 for potential providers that are interested in submitting an application to deliver the Apprenticeship Programme in Wales. This can be booked via Eventbrite.

Online session presentation: 08 September 2026

Frequently Asked Questions