The UK’s approach to adult education is undergoing a major transformation. The introduction of the Adult Skills Fund (ASF), alongside devolved authority models, is reshaping how adult learning is funded, delivered, and accessed. For learners, this opens up new opportunities tailored to local employment needs. For training providers, it signals a more competitive, outcomes-driven environment where regional relevance is key to success.
What Is the Adult Skills Fund?
The Adult Skills Fund is the government’s main funding route for adult education in England, supporting individuals aged 19 and over to gain new skills, improve employability, and progress into further learning or work. It replaces the former Adult Education Budget (AEB), with a broader and more flexible remit.
Increasingly, the fund is being devolved to regional Combined Authorities, who are tasked with commissioning provision based on local skills strategies. Authorities such as Greater Manchester, West Midlands, and the East Midlands Combined County Authority (EMCCA) now have control over how ASF is used in their areas, giving them the flexibility to respond to regional employer needs and economic priorities.
What This Means for Adult Learners
For learners, the shift towards locally managed ASF funding means greater access to training that’s relevant, responsive, and rooted in real job opportunities. Whether it’s entry-level roles in health and social care, green construction pathways, or digital upskilling, the Adult Skills Fund enables providers to tailor provision to sectors with strong local demand.
Flexible course delivery is now a key feature—especially important for adults balancing work, caring responsibilities, or other commitments. Many ASF-funded programmes now offer blended learning, evening sessions, and intensive short courses. Devolved authorities also have scope to broaden eligibility, making it easier for those with previous qualifications or low income to access funded support.
However, as the funding model becomes more fragmented, learners may struggle to understand what’s available and who is eligible. Provision varies between regions, and there’s a growing need for better signposting, advice services, and joined-up referral networks to support informed learner choices.
Implications for Training Providers
For colleges, private training providers, and community organisations, the Adult Skills Fund represents a vital opportunity—but also introduces new expectations. Devolved authorities are looking for providers that:
- Have a genuine local presence
- Engage with employers and Jobcentres
- Deliver measurable learner outcomes
- Align with regional skills strategies
- Demonstrate value for public investment
Being successful in ASF tenders now depends on far more than course content. Providers must show that they are embedded within the communities they serve, with strong referral routes, employer-led curriculum design, and pathways that lead to work or higher qualifications.
There’s also greater scrutiny on performance. Many authorities are implementing outcome-based contracts, linking payments to completions, job starts, and sustained progression. Providers must be ready to track learner journeys, gather impact data, and adapt delivery quickly to meet expectations.
The Role of ASF Within a Wider Skills Ecosystem
The Adult Skills Fund doesn’t exist in isolation. It sits alongside other funding streams like Skills Bootcamps, Multiply (adult numeracy), and Local Skills Improvement Plans (LSIPs). Each has its own objectives, eligibility rules, and performance measures—but in practice, they often overlap.
This creates both risk and opportunity for training providers. The most agile organisations will develop joined-up delivery models that allow for smooth progression across programmes. For example, a learner completing a short Skills Bootcamp may move directly onto a Level 2 qualification funded by ASF, supported by wraparound pastoral or digital inclusion support.
Providers that can offer this kind of seamless learner journey—while remaining compliant with multiple funding rules—are well positioned to build longer-term partnerships with Combined Authorities and anchor themselves as key regional providers.
Moving From Participation to Progression
One of the biggest changes with ASF is the shift away from simply counting enrolments, and towards measuring learner progression. Success is now defined not just by attendance, but by what happens next—whether it’s a job, a higher-level course, or a meaningful change in personal circumstances.
To succeed in this new environment, providers must design programmes with progression built in. This includes employer involvement in course design, guaranteed interviews, job brokerage services, and long-term learner tracking. Support roles—like Progression Coaches or Employer Engagement Leads—are becoming essential rather than optional.
Embracing the Future of Adult Skills Delivery
The transition to the Adult Skills Fund reflects a wider shift in UK policy: from generic national provision to locally-driven, outcomes-focused adult education. For learners, this means more relevant and accessible skills training. For providers, it requires a shift in mindset—away from delivering to spec, and towards designing impactful, regional solutions.
Those organisations that are responsive, rooted in their communities, and aligned with local priorities will thrive under the new model. The future of adult skills lies not just in accessing funding, but in creating genuinely transformational learning experiences that lead to real progress—for individuals, employers, and entire regions.
