Count privately funded learning. Government and sector bodies should develop a consistent evidence base covering who pays, what adults buy, completion, progression and employment outcomes, while protecting commercial confidentiality.

Recognise verified prior learning. Progression agreements should allow adults to carry credible achievement between self-funded provision, apprenticeships, apprenticeship units and higher technical study without lowering occupational standards.

Fund the bridge to workplace competence. Devolved and national programmes should test support for employer brokerage, supervised practice, mentoring and evidence collection where these are the missing link between training and full competence.

Use levy-funded units for genuine additionality.Apprenticeship units should add a defined critical skill for eligible employees, with clear referral routes and no duplication of learning already completed.

Create Level 3-to-Level 5 progression agreements. ITPs, awarding organisations, colleges and OfS-registered providers should publish mapped pathways into LLE-supported HTQs and modules, including bridging support and adult-compatible delivery.

Give ITPs a strategic role. Independent providers should help shape local skills plans and careers systems using real-time learner and employer intelligence, rather than being treated only as downstream contractors.

Measure sustained outcomes. Policy and provider accountability should extend beyond certification to occupation entry, retention, earnings, business creation, higher-level progression and continuing professional development.