Understanding the Challenges in Functional Skills Maths Qualifications (FSQs)
AELP Think Piece
November 2024
Introduction
Despite a substantial increase in the funding rate for delivering FSQs to new apprentice starters from January 2024 (rising from £471 to £724) marking a significant improvement in addressing long-standing funding inadequacies in this domain, benefiting both apprentices and training providers, FSQs face wider challenges beyond funding. This is reflected in the persistently low pass rates observed in FSQ maths, particularly at Level 2 . Moreover, the 2019 FSQ reforms, which introduced non-practical and context-free maths into assessments have drawn criticism for reducing the qualifications functionality, making it resemble GCSEs, rather than serving as a viable alternative.
Research published by AELP (2024), in collaboration with the Institute of Employment Research (IER) at Warwick University and the Association of Colleges (AoC), funded by the Edge Foundation and Gatsby Foundation, emphasised the challenges posed as a contributing factor to withdrawal from apprenticeship programmes. Despite the aim of FSQs to empower those learners without GCSEs, they currently hinder vocational programme attainment, necessitating a strategic reassessment to effectively support learner progression.
In order to explore these challenges further AELP , in partnership with Edge Foundation and Gatsby Foundation, conducted an additional research study in 2024 to ‘Understand challenges in Functional Skills Maths Qualifications’, gathering insights from a small sample of apprentices (18) and Independent Training Providers (ITPs) tutors (10) from across a variety of sectors, including Health, Engineering, Business, Education, and Construction. The findings highlighted several issues with the FSQ maths exam content, particularly the presence of overly complex exam questions and abstract questions which lacked relevance to the apprentices’ actual job role.
There is an urgent need to consider how we can improve FSQ maths curriculum and exam content in order to address the complexity and contextual nuances of underpinning skills and problem-solving questions, ultimately to ensure that such matters do not hinder the learners’ ability to achieve and progress.
This think piece, using the findings of our 2024 research study, aims to highlight the key challenges and provide opportunities to open the discussion wider with the sector and the new Government. We are also raising these issues and discussion points (see below) with the Federation of Awarding Bodies (FAB), Ofqual and Awarding Organisations delivering functional skills at a roundtable event in October 2024.
Project Lead:
Cheryl Swales, AELP Head of Strategic Projects
Understanding the Challenges in Functional Skills Maths Qualifications (FSQs)
AELP Think Piece
