The recent announcement that apprentices aged 19 and over will no longer need to achieve Level 2 Functional Skills in English and Maths to complete their apprenticeship has caused a stir in the sector. While this policy change may help some apprentices progress more quickly, it also presents a significant risk – that training providers see this as an opening to abandon Maths and English development entirely. This would be a grave mistake on some many levels.
Why Maths and English Still Matter in Apprenticeships
Maths and English skills are not just arbitrary academic hurdles, they are fundamental to employability, career progression and economic growth. Removing the mandatory requirement for these skills does not diminish their importance. Instead, it makes it even more essential for apprenticeship training providers to find innovative and meaningful ways to build Maths and English into vocational training, despite potential shifts in priority.
The Risk: Providers May Abandon Maths and English
With no obligation for Level 2 Maths and English attainment for these apprentices, some training providers, already stretched by competing priorities, may deprioritise these essential skills. It is no secret that many vocational tutors lack confidence in delivering Maths and English in context, and without external pressure to do so, the easy option will be to ignore them altogether.
But let’s be clear, the skills gap in literacy and numeracy is real and employers consistently highlight these areas as critical to business success. From calculating budgets in construction to interpreting data in healthcare, these skills underpin professional competence. If training providers fail to continue integrating them, the long-term consequences for the workforce and the economy could be severe.
The Opportunity: Contextualisation Matters More Than Ever
The removal of mandatory requirements should not be seen as a reason to cut Maths and English provision but as an opportunity to rethink how these skills are delivered. Traditional, classroom-style teaching of Maths and English often fails to engage apprentices. Instead, embedding these subjects into real-world, vocationally relevant scenarios makes them more meaningful and accessible.
Consider these examples:
- Construction apprentices are taught Maths through real-world tasks such as calculating materials, measuring spaces and budgeting project costs.
- Health and social care apprentices need numeracy for dosage calculations and data interpretation, while strong literacy skills ensure accurate documentation and patient communication.
- Hospitality apprentices use Maths for stock control and sales calculations and English to communicate effectively with customers and write clear menus.
By weaving Maths and English seamlessly into apprentices’ day-to-day work, providers can ensure that these essential skills are not lost but strengthened in ways that add value and have real meaning.
The Solution: AI as a Tool for Contextualisation
One of the biggest challenges providers face in embedding Maths and English into vocational training is the lack of confidence and expertise among vocational tutors. Many vocational trainers are specialists in their fields but struggle to naturally contextualise numeracy and literacy within their teaching. This is where Artificial Intelligence (AI) can be a game-changer.
There are so many ways that AI-powered tools can support the process of contextualising:
- Generate industry-specific learning materials that integrate Maths and English naturally into apprentices’ tasks.
- Create real-world simulations that allow learners to apply their skills in practical scenarios.
- Provide instant feedback on written work and numerical exercises, allowing learners to improve more quickly.
- Personalise learning experiences, by identifying specific areas where an apprentice may need more support and offering targeted resources.
For instance, an AI-driven platform could offer construction apprentices tailored exercises on area and volume calculations using real blueprints or provide retail apprentices with dynamic pricing and stock control simulations. This technology makes contextualised learning scalable, engaging and effective.
The Bigger Picture: Maths and English Are More Than Qualifications
The government’s decision to remove mandatory Level 2 requirements does not change the fact that strong Maths and English skills are essential for success in the workplace and adult life. If anything, it puts even greater responsibility on training providers to ensure that apprentices still develop these skills, even without the same level of external regulation.
Providers that choose to see this as an opportunity rather than a challenge will be the ones that stand out. Employers seek well-rounded, competent apprentices who can communicate effectively and apply numerical reasoning in their roles. Those providers that continue to integrate these essential skills, whether through natural contextualisation, AI supported, or other innovative methods, will be the ones that truly prepare apprentices for the future.
Now is not the time to ‘throw the baby out with the bathwater.’ It is time to double down on meaningful, relevant and engaging Maths and English development. The government may no longer mandate Level 2 for all apprentices, but the needs of industry and apprentices themselves have not changed.
How will your organisation rise to this challenge?