Review of the Welsh Government Learning Grant (Further Education): summary

The aim of the review was to explore the implementation and impact of the Welsh Government Learning Grant (WGLG) (Further Education) (FE) and provide recommendations for the future.

The WGLG (FE) is a long-established scheme, first introduced in 2002/03 as the Assembly Learning Grant (ALG) FE. It provides means-tested financial support to learners aged 19 or over studying further education courses at approved institutions across Wales and elsewhere in the UK.

Grant value under the WGLG (FE) scheme varies according to household income and intensity of study. Following a Ministerial announcement in June 2025 the grant level was increased.

As set out in Welsh Government's WGLG (FE) explanatory note, from September 2025, full-time learners with a household income of:

• £6,120 or less are eligible for a £1,919 grant (an inflationary increase from the previous £1,500 grant)
• more than £6,120 but less than £12,235 are eligible for a £959 grant
• more than £12,235 but less than £18,370 are eligible for a £576 grant

Part-time learners are entitled to a proportionate amount, with those with a household income of:

• £6,120 or less are eligible for a £959 grant (an inflationary increase from the previous £750 grant)
• more than £6,120 but less than £12,235 are eligible for a £576 grant
• more than £12,235 but less than £18,370 are eligible for a £384 grant

Whilst modest increases were made to household income thresholds over the scheme’s initial period of delivery, they have remained static since 2011/12 when the threshold increased from £17,700 to £18,370.

The work programme for this review was conducted across the following 4 stages: 

• an inception stage which included an inception meeting and 7 scoping interviews
• stage 2 was analysis of relevant policy and programme documentation as well as published WGLG (FE) data
• stage 3 included the development of bilingual research tools, including survey tools
• stage 4 involved a survey of 578 WGLG (FE) applicants and a survey of 32 Learning Centre staff. It also involved qualitative discussions with representatives from 7 Learning Centres and 3 stakeholder organisations
• stage 5 involved analysis of fieldwork data and preparation of a report

The findings of the review should be interpreted in light of several methodological limitations, including constraints in data quality and challenges in capturing complete information from all learner groups. Full details of these limitations are outlined in the main report.

In terms of the WGLG (FE)’s design and policy objectives, the review found that:

• the scheme continues to fill a clear gap in financial support for adult learners seeking to return to, or progress within, further education. This is particularly important given the absence of a comparable support mechanism and the ineligibility of many adult learners for the Financial Contingency Fund (FCF). As such, the scheme contributes to the Welsh Government’s objective of increasing the number of working-age adults achieving a Level 3 qualification
• the number of WGLG (FE) awards has declined over time, with the volume of supported learners halving over the last decade. 7,825 awards were made during 2011/12 compared with 3,070 during 2023/24 (Successful applications for Further Education Welsh Goverment Learning Grants by institution type, academic year and mode of study (StatsWales))
• WGLG (FE) recipients now represent 2.5% of all further education adult learners aged 19 and over, down from 5% in 2015/16. Scheme expenditure has also decreased since 2017/18, from £5.5 million to £3.4 million in 2023/24 (Successful applications for Further Education Welsh Government Learning Grants by mode of study, residual income, academic year and measure (StatsWales))
• the grant is increasingly supporting a narrower group of learners, particularly those studying ESOL and those enrolled on independent living and life skills programmes. This trend appears to be linked to the static household income thresholds, which have reduced the scheme’s effectiveness in addressing financial barriers for a wider group of learners

In terms of the impact of the WGLG (FE) on learners, the review found that:

• the scheme has limited influence on learners’ decisions to enrol as most survey respondents would have enrolled regardless of receiving the grant. In all, 70% of unsuccessful applicants surveyed still started and continued their studies without funding
• older learners and refugees were more likely to report that the grant influenced their decision to study, though refugees also often indicated they would have enrolled regardless, showing a nuanced pattern of influence
• the grant positively impacted attendance and retention, with very few recipients leaving courses early. It frequently helped cover course-related and living expenses, enabling learners to remain focused on their studies
• eligibility requirements relating to progression across qualification levels were generally monitored effectively by Learning Centres, with some exceptions where learners used the grant to broaden skills on courses at the same or lower level
• over half of surveyed recipients who completed or left their WGLG (FE)-funded course moved on to further training or qualifications, indicating a meaningful contribution to onward progression. However, progression was lower among ESOL learners and mostly limited to courses at Level 3 or below, with few advancing to Level 4 or higher courses
• learners on independent living and life skills programmes were the least likely to progress into further or higher education. For this group, employment and personal development outcomes are important given they support the Welsh Government’s National Milestone of at least 90% of 16- to 24-year-olds being in education, employment, or training by 2050.

In terms of the scheme’s administration, the review found that:

• awareness of WGLG (FE) among prospective applicants is low prior to enrolment. Most learn of the grant through tutors, open days, and enrolment activities. Promotion is effective within colleges but limited to the wider public
• the introduction of an online application has improved the application experience, but some groups including older learners, refugees, and those with additional learning needs (ALN) face greater barriers to applying. 
• some applicants can mistake the registration stage with the full application process while others struggle to source the necessary documentation to prove their eligibility. Some applicants would also benefit from having a more accessible or easy-read version of the application form 
• Learning Centre staff generally find the scheme administration manageable, but supporting certain applicants (e.g., ESOL learners) requires additional resources
• the adoption of digital Learning Agreements has improved monitoring of attendance and engagement. Most surveyed recipients recall signing an agreement, and compliance with attendance requirements was reported to be high
• improvements to the automation of attendance data collection have enhanced payment and monitoring processes. Most surveyed recipients reported receiving payments on time, but some reported delays. Some also requested more flexible payment schedules
• there is a lack of clarity within the guidance as to whether learners are ineligible if they have previously studied at the same or a higher level qualification without WGLG (FE) support

In terms of scheme eligibility and the value of support, the review found that:

• the household income thresholds adopted for the WGLG (FE) are too low and exclude many learners who experience genuine hardship. This was in the context of financial concerns having a moderate impact on the eating habits of around half and a more severe impact on around a third of survey respondents. There is a misalignment between EMA and WGLG (FE) income thresholds which creates a sharp drop-off in support for learners progressing to adult provision
• two types of learners are excluded from accessing WGLG (FE) support: those undertaking Level 4 FE courses who are not eligible for higher education student support; and part-time learners who do not meet the minimum 275 contact hours a year requirement
• whilst distance learners are also not eligible, concerns about how to monitor their attendance and engagement make it difficult to recommend extending eligibility to this group. However, as digital learning and hybrid provision continues to grow and distance learners still incur costs to study, consideration should be given to keep this type of provision under review in terms of eligibility
• the recent increase in the value of the WGLG (FE) is widely welcomed by learners and Learning Centre staff and should be retained and increased in future years in line with inflation
• the current termly payment schedule works for many but some learners experience difficulties managing finances over longer intervals.

A series of recommendations are offered for the Welsh Government to consider.

Recommendation 1

There is scope to raise awareness and promote the WGLG (FE) beyond colleges and other educational settings. Expanding outreach through public spaces such as community venues, GP surgeries and libraries and digital platforms could help reach potential applicants earlier in their decision-making process.

Recommendation 2

There is a need to develop more accessible promotional materials, including digital and easy-read resources, to help Learning Centres clearly explain the schemes’ eligibility, application process and benefits.

Recommendation 3

There is a need for a more streamlined application process, including directing learners to the WGLG (FE) application page once they have registered online for a Student Finance Wales account.

Recommendation 4

It would be beneficial if applicants could submit digital evidence as part of their application and for Student Finance Wales to accept alternative forms of documentation, such as the Home Office ‘share code’ for refugees.

Recommendation 5

It would be worth considering how Learning Centres with high numbers of applications from non-English speaking learners could be better resourced to provide the necessary tailored support for this cohort.

Recommendation 6

The Student Loans Company should provide more frequent training and/or briefings for Learning Centre staff to ensure consistency in how the guidance is applied in terms of attendance, progression and eligibility criteria.

Recommendation 7

To provide greater clarification on what academic progression should entail as part of the guidance and whether learners who have previously studied at the same or a higher level are eligible for WGLG (FE) support or not.

Recommendation 8

Some aspects of the online application form should be made mandatory, particularly the questions about care-experience and dependent children; in order to capture better monitoring data about the successful outcome rate for vulnerable learners. These data can be used in turn to inform the development of the scheme.

Recommendation 9

The application form should ask applicants to indicate both the level and subject of their course. These would be better captured via closed options rather than open text boxes in order to improve the monitoring data available for subjects and level of study being pursued by WGLG (FE) recipients.

Recommendation 10

Retain the current value of the WGLG (FE) and put processes in place to increase the value of the grant in line with inflationary increases and increased costs of living on an annual basis, should financial resources allow for it.

Recommendation 11

Subject to the availability of financial resources, increase the household income thresholds for WGLG (FE) eligibility. The upper household income threshold for full-time learners should be aligned with that of the EMA, taking on board the EMA’s approach to set different income thresholds for learners coming from households with additional dependent children. Furthermore, the household income thresholds set for lower WGLG (FE) grant amounts and for part-time learners should be uplifted on a proportionate basis. Household income thresholds should be reviewed annually to reflect inflationary increases.

Recommendation 12

Subject to the availability of financial resources, to extend the WGLG (FE) to include further education learners who undertake non higher education supported Level 4 qualifications.

Recommendation 13

Consider reducing the qualifying number of hours for eligible part-time learners.

Recommendation 14

Keep under review the case for including distance learners in the WGLG (FE) scheme.

Recommendation 15

To explore whether administering a more timely payment model, such as monthly returns, would be a cost-effective option.

Report author: Nia Bryer, Heledd Bebb, and Tanwen Grover, OB3 Research

Views expressed in this report are those of the researchers and not necessarily those of the Welsh Government.

For further information please contact:

Post-16 Education and Skills Branch
Social Research and Information Division
Knowledge and Analytical Services
Welsh Government
Cathays Park
Cardiff
CF10 3NQ

Email: KASEmployabilityAndSkillsResearch@gov.wales

Social research number: 32/2026
Digital ISBN: 978‑1‑83745‑177‑7