Kathryn Petrie , Principal Economist, Skills & Employment Unit, June 2026

The Adult Skills Fund (ASF) aims to engage adults and provide the skills and learning they need to equip them for work or other learning. The London Learner Survey (LLS) provides detailed insight into the economic and social outcomes achieved by ASF learners. The survey is of learners who participated in GLA ASF funded training or Free Course for Jobs (FCFJ) programmes. The results shown here are for academic year 2024/25.

This dashboard summarises the key data explored in the London Learner Survey 2024/25 report.

In 2024/25, the Adult Skills Fund (ASF) replaced the AEB. As part of the new ASF, delivery can be divided into Adult Skills Core and Tailored Learning, therefore comparisons overtime by funding model are not possible.

The LLS consists of two linked surveys of people participating in GLA-funded Adult Skills Fund (ASF) learning:

A baseline survey administered by learning providers when the learner starts their course;
A follow-up survey, administered by IFF Research from approximately five to seven months after the end of learning. This enables the LLS to measure outcomes achieved by learners post-ASF courses.

The level of available economic data means we can track progress towards Mayoral objectives outlined in the Inclusive Talent Strategy, such as addressing skills gaps in London’s economy and growth sectors and ensuring Londoners can find the right training and career path for them.

Background information

In 2024/25 211,700 learners enrolled in 457,830 aims* through the devolved ASF in London. The final LLS data is based on a sample of 11,812 learning aims undertaken by 10,801 learners.

The data reported has been weighted and is representative of learning and learners in London, however, the results should be interpreted with caution. Firstly, the surveys are a snapshot meaning that learner outcomes may not be well represented on the days the baseline and follow-up surveys took place. Secondly, these results report changes in social and economic outcomes, but these changes cannot be solely attributed to the impact of ASF learning. For further information on the weighting, sample sizes and methodology see the LLS report and technical report. For more information about the ASF learners and courses taken in the academic year 2024/25, please see here

Headlines

The LLS surveys learners who have participated in ASF-funded courses in London, using a variety of questions to measure both economic and social outcomes. Following their course, 79% of learners are in employment or had started / or were about to start further learning.

Additionally, the survey found that:

The 2024/25 LLS shows that:

The majority (95%) of learners experienced positive social changes (equivalent to around 177,000 learners). The social impact was across a range of metrics, and we estimate that approximately:
- 151,900 learners (81%) experienced an increase in their general wellbeing due to their course.
- 167,800 learners (90%) felt more confident due to their course.
- 147,800 learners (79%) met new or different people due to their course.
Just under half (44%) of non-retired learners (equivalent to around 73,000 learners) experienced positive economic changes five to eight months after completing their course. Additionally, we estimate that approximately:
- 21,400 (23% of learners out of employment) went into employment.
- 7,700 (16% of employed learners) had an increase in earnings.
- 119,200 (64% of learners) went onto further learning.

The results below are organised by provision type, which includes funding models and learning levels. Additionally, key demographics are highlighted: age, gender, ethnicity, and learner’s disability, learning difficulty, and/or health problem (LLDD). Tailored Learning brings together what was AEB community learning and delivery of previously formula-funded AEB non-regulated learning aims which are not part of the GLA’s essential skills core offer.

Alongside the 2024/25 LLS headline findings report, we will be publishing a series of topical briefing notes. These can be accessed via the LLS London Datstore page, the first note was published in June 2026 covering the ASF outcomes of young Londoners.

Economic Outcomes

Positive Economic Outcome

The data shows that three in ten learners were unemployed prior to their learning (30%) and the ASF can help them to gain skills and confidence to progress into work. Alongside this a third of learners were already in employment at the start of their course and therefore the ASF can help them progress within work. In that scenario, and to align with the Mayor’s goal of facilitating access to quality employment and further education, we primarily measure economic outcomes by assessing improvements in learners’ economic situations.

Overall, 44% of learners in the ASF had a positive economic change.

A positive economic change is defined as meaning one of the following situations applies:

A learner has moved into employment;
A learner moved from a temporary job to a permanent job;
Their pay increased;
They have continued onto further training at a higher NVQ level;
They have moved from inactivity to looking for work.

Provision

Source: GLA London Learner Survey, 2024/25
Note: All data within the graphs are rounded to the nearest whole number. The ASF also funds a minority of quals at Level 4+, these are not included in the analysis due to limited sample sizes. Retired learners have been excluded as they are not expected to experience an economic change following ASF participation

Demographics

Source: GLA London Learner Survey, 2024/25
Note: All data within the graphs are rounded to the nearest whole number. Ethnicities are grouped due to sample sizes. Asian includes individuals from an Asian and Asian British background, Black includes individuals from a Black, African, Caribbean or Black British background, Mixed includes individuals from either a Mixed or Multiple Ethnic Group background. Retired learners have been excluded as they are not expected to experience an economic change following ASF participation

Higher positive economic outcomes are seen for learners doing Adult Skills courses and courses at a higher level, especially those at Level 3. By demographic, higher outcomes are seen for younger learners.

When looking at differences by ethnicity, it is apparent that Black learners are considerably more likely to experience a positive outcome. Half of Black learners (50 per cent) in London experience a positive economic outcome – compared to 44 per cent of all ASF learners. Differences by demographics may be partially explained by type of provision and qualification taken (for more information see the London Learner Survey 2024/25 report.

Progression into employment

Three in ten learners saw a change in their economic activity status (whether they were employed, unemployed, inactive or a student) between the baseline and follow-up survey.

Of those whose economic activity status changed, almost half moved into either employment or full-time study. In addition, 23% of learners who were out of employment when they started their courses had moved into employment upon completion of the follow-up survey.

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

A quarter (24%) of out of work Adult Skills Core learners moved into employment following their course, in Tailored Learning the figure is 19%. As with the share of learners experiencing a positive economic outcome, there is a clear relationship between the likelihood of moving into employment and the level of study. Just over a third (34 per cent) of out-of-work learners at Level 3 moved into employment following their course, and for Level 2 courses then number is three in ten (31 per cent).

There are clear differences in the likelihood of moving into work following an ASF course based on age. A third (33 per cent) of out-of-work learners aged 19-23 moved into work following their course, compared to less than a fifth (17 per cent) of those aged 50+. In addition, out-of- work men are eight percentage points more likely to move into employment following their ASF course compared to women (28 per cent vs 20 per cent).

Provision

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Demographics

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Progression within work: Good Work

Ensuring all Londoners have access to good work is a key aspect of the London Growth Plan and the Inclusive Talent Strategy which were published in 2025. The ASF is an important pathway for Londoners from disadvantaged backgrounds to be able to access Good Work. To measure progression into good work from the ASF using the LLS, ‘good work’ is defined if the following applies to a learner:

Paid above the London Living Wage;
Works more than 16 hours a week;
On a permanent and non-zero hour contract.

Following their course, 29 per cent of learners (or 16,500) were employed in good work. This is an increase of nearly 3,600 learners compared to the baseline, where 12,800 learners were in good work.

Progression within work: Earnings

In work progression is also demonstrated by an increase in income. Following their ASF course, 7,700 or 16% of employed learners had an increase in earnings. Modelling suggests that nominal average earnings increased by 7.7% between the baseline and follow-up surveys. For those earning below the London Living Wage in the baseline, 21% were earning above it in the follow-up.


	Baseline	Follow-up	Change
Mean Earnings:	£22,800 and £24,500	£24,500 - £26,500	7.7%

Participants in Adult Skills Core have lower earnings and work fewer hours on average than those doing Tailored Learning (in both baseline and follow-up). Higher level course are associated with an improvement in income, with 27% of those on Level 3 courses seeing their income increase. This could represent the time allocated to learning and therefore an increase in hours or it could represent a promotion or new opportunity.

Around 13% of learners aged 50+ benefited from an increase in income following their ASF course, compared to 17% of those aged 24 - 49.

Provision

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Demographics

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Progression within work: Hours

Some of the trends in earnings are partly explained by hours worked. Between the baseline and follow-up average hours worked increased marginally from 28 to 29 hours per week for those in employment.


	Baseline	Follow-up	Change
Mean Hours:	28	29	3.6%

There is no difference in the change in hours by funding model, except for FCFJ where 37% of learners saw an increase in hours worked. FCFJ courses are at Level 3 where a significant share (31%) saw an increase in hours worked, compared to 26% for all learners in the ASF.

Provision

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Demographics

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Sector and Occupation

The LLS asks learners who are in employment to report their industry and occupation. Following their course 38% of learners were employed in: Human Health and Social Work Activities, Education, and Administrative and Support Service Activities.

At the beginning of the 2023/24 academic year, the London Local Skills Improvement Plan (LSIP) was published for London. Its goal was to set out the blueprint to help Londoners into better higher-paying jobs, by better matching training provision to employer demand.

Whilst the LSIP sets out the priority sectors for skills needs and identifies where lower-level skills provision can be most impactful, it does not capture the employment opportunities London growth sectors bring. In February 2025, the Mayor of London launched the London Growth Plan (LGP), London’s 10-year ambition for growth, and the actions that will take to make it happen. It includes the sectors and places that London will grow. The sectors that are key to London’s growth, as set out in the LGP, are: financial, professional and business services and technology; creative industries and technologies; international education; experience economy; and frontier innovation.

We have mapped industry of employment to several of the priority sectors set out in the LSIP and the LGP. This shows that 60 per cent of employed learners (42,100 Londoners) were working in either a growth plan or an enabling sector following their course. The true figure is likely to be higher due to the number who do not know which sector they work in.

The sector of employment does not always reflect the types of courses being delivered by providers, instead we will use the ASF data publication to monitor delivery against priority areas.

Industry of employment matched to LSIP and LGP

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

In addition to Industry of employment the LLS allows us to analyse occupation. The top five occupations held by ASF learners in employment during the follow up survey are: cleaners and domestics; care workers and home carers; kitchen and catering assistants; sales and retail assistants; and teaching assistants. These top five occupations account for a third of employed learners. The types of occupations held by learners demonstrates the level of qualifications held by those participating in ASF – but also shows the important role of adult education in helping Londoners to continue progressing in work and education.

Progression into further learning

As well as improving employment outcomes, the ASF is also a stepping-stone to further and higher learning. The LLS found that this was the case for a substantial proportion of learners; 64% of learners had started or were going to start more study or training.

The likelihood of pursuing further education varies based on the type of course. Tailored Learning participants exhibit a higher likelihood (68%) of continuing their education compared to those in Adult Skills Core (61%), mainly due to Tailored Learners frequently choosing to do additional Tailored Learning courses.

This trend persists across different levels of learning, with Other Level courses displaying the highest percentage of learners advancing to further education (68 per cent). Learners at higher levels are less likely to take on further learning.

Certain demographic characteristics, such as being female, White, or over 50, correlate with a higher likelihood of progressing into further education.

Provision

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Demographics

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

In addition, 39 per cent of further learning occurred at a higher NVQ level than the ASF studies they completed the LLS for, with an additional 20 per cent remaining at the same level.

Comparative level of learning for those undertaking further learning

Source: GLA London Learner Survey, 2024/25.
Note: All data within the graphs are rounded to the nearest whole number.

Conclusion

The ITS and London Growth Plan are working together to ensure all Londoners can benefit from growth. Core components of this include ensuring employers can find the skills they need, Londoners can access skills training and boosting productivity. The LLS offers detailed and distinctive insights into learners’ outcomes after participating in adult education in London.

Through the detailed outcome of Londoners, we can see how we are supporting three core ambitions of the ASF:

Addressing skills gaps in London’s economy and growth sectors:

Higher level and essential skills are key to address skills gaps in London. Learners taking courses at Levels 1, 2 and 3 courses experience higher outcomes (46 per cent, 48 per cent and 50 per cent respectively).
The ASF provides the vital skills Londoners need to move into work and reduce skills gaps. Following their ASF course 21,400 (23 per cent) of learners out of work moved into employment by the follow-up survey.
More than half (60 per cent) of employed learners were working in one of the five London Growth Plan sectors or enabling growth sectors, including Construction and Health and Social Care – equivalent to 42,100 learners.

Providing skills employers need to boost productivity:

Upskilling and reskilling are vital to boost productivity, especially in a labour market experiencing rapid technological change. Alongside supporting Londoners into work, almost 20,000 Londoners were able to progress in work following their course.
Improvements in productivity could translate into wage increases – 16 per cent of in work ASF learners experienced an increase in their income, with modelling suggesting average salaries increased by 7.7 per cent.

Ensuring Londoners can find the right training and career path for them:

Through the LLS we are able to see why learners engage in learning, four in ten (41 per cent) learners stated that one of the motivating factors for starting their ASF course was to help them get a job they want.
Amongst those who moved into employment 48 per cent reported that their ASF course contributed to their new employment. Many learners engage with the ASF to improve their health or wellbeing.
More than a third (37 per cent) of learners reported that one of the motivating reasons for doing their ASF course was to help them feel more confident and a quarter (24 per cent) wanted to improve their physical or mental health. A significant number of Londoners, 167,800, reported that their course made them more confident and more than 150,000 Londoners reported an improvement in their wellbeing.

Overall, the analysis presented in this report suggests the changes learners experience following their engagement with adult education provision. However, it is important to note that, whilst this publication highlights the experiences of learners, it is not an evaluation or impact assessment of the ASF.

The 2024/25 London Learner Survey Report contains more detailed analysis not included in this summary such as: economic activity status, the distribution of hours and earnings, employment contract types, more details on further learning and on social integration.

More information

*Learning aims can be defined a single enrolment at a provider as represented on the Individualised Learner Record. In some instances, this will represent a single course, although in some situations a course can be made up of multiple aims.

View our full 2024/25 report on the London Learner Survey.

View our 2024/25 briefing note on young Londoners in the LLS.

View the technical methodology on how IFF conducted the survey.

For the latest data on the Adult Skills Fund in London see our data releases for 2024/25 and for the first half of the academic year 2025/26.

All media enquiries should be emailed to the Mayor’s Press Office, and we will respond as quickly as possible.

For urgent media enquiries outside office hours and at weekends please call: 020 7983 4000 and ask for the duty press officer.

Other enquiries should be emailed to Kathryn Petrie.

London Learner Survey 2024/25

Background information

Headlines

Economic Outcomes

Positive Economic Outcome

Provision

Demographics

Progression into employment

Provision

Demographics

Progression within work: Good Work

Progression within work: Earnings

Provision

Demographics

Progression within work: Hours

Provision

Demographics

Sector and Occupation

Progression into further learning

Provision

Demographics

Social Outcomes

Positive Social Outcome

Provision

Demographics

Health and wellbeing

Provision

Demographics

Improved self-efficacy

Provision

Demographics

Improved social integration

Provision

Demographics

Participation in volunteering

Provision

Demographics

Conclusion

More information