Introduction

1. This document is an addition to Medr/2025/08: Further Education Professional Learning Funding (PLF) AY 2025/26 and sets out additional professional learning revenue funding allocations for further education institutions.

2. The additional funding will be paid in one full instalment with the Interim payment in March 2026.

3. The increased PLF funding of £65,000 will be allocated to FE Institutions as shown in the table below.

Provider	Original 2025/26 PLF allocation	Additional allocation	New total 2025/26 PLF allocation
Adult Learning Wales	£95,111	£1,236	£96,347
Bridgend College	£248,410	£3,229	£251,639
Cardiff and Vale College	£606,666	£7,887	£614,553
Coleg Cambria	£606,117	£7,880	£613,997
Coleg Gwent	£697,423	£9,067	£706,490
Coleg Sir Gâr	£339,522	£4,414	£343,936
Coleg y Cymoedd	£519,333	£6,751	£526,084
Gower College Swansea	£424,635	£5,520	£430,155
Grŵp Llandrillo Menai	£594,502	£7,728	£602,230
Grŵp NPTC	£400,313	£5,204	£405,517
Pembrokeshire College	£196,777	£2,558	£199,335
St David’s Catholic Sixth Form College	£113,067	£1,470	£114,537
The College Merthyr Tydfil	£158,124	£2,056	£160,180
	£5,000,000	£65,000	£5,065,000

4. The funding relates to the period 01 August 2025 to 31 July 2026.

5. For more information on how this funding can be expended please see Medr/2025/08: Further Education Professional Learning Funding (PLF) AY 2025/26.

6. This publication also provides a template (Annex A) for the interim report required to be submitted by further education institutions on how activity, funded by the PLF has been delivered. Interim reports should be submitted by 20 February 2026 to [email protected].

Introduction

1. This publication provides guidance to the internal auditors of higher education institutions (HEIs) and further education institutions (FEIs) funded by Medr for higher education provision referred to throughout as higher education providers (HEPs) to use for their annual internal audit of the internal controls relating to the systems and processes in place to produce higher education (HE) data returns, and requests a copy of this internal audit report for each HEP.  Both HEFCW and Medr are referenced throughout this publication depending on historic or current data and processes.

2. Previously, external audits of higher education data were commissioned by HEFCW, prior to HEFCW becoming part of Medr, so that HEPs were externally audited at least once every four years. 2021/22 was the last year of the contract HEFCW had with external auditors to do this and so in Medr we are continuing with the interim process used last year in place of external audits until the audit process is reviewed.

3. For 2026 the process will involve members of the Medr Higher Education Statistics team meeting with data contacts at each HEP, to cover items such as previous audit findings, ongoing implementation of the new Higher Education Statistics Agency (HESA) Student record, and data quality. As part of this interim process, Medr will continue to rely on the annual assurance provided to HEPs and their Audit Committees by their internal auditors about the systems and processes used to produce data returns. Relying on the internal audits will maintain an adequate level of annual assurance in respect of HEPs’ data returns.

4. The internal audit will provide an opinion as to the adequacy and effectiveness of the controls in place to manage the risks relating to the accuracy of data submitted by the HEP to HESA, Medr and Welsh Government (WG), including data used in calculations for the following funding streams:

• Teaching funding (currently comprising per capita and premium funding and part-time (PT) undergraduate (UG) credit-based funding);
• Research funding comprising Quality research (QR) funding and Postgraduate research (PGR) training funding;
• Research Wales Innovation Funding (RWIF);
• Medr’s part-time undergraduate fee waiver scheme;
• Well-being and mental health funding;
• Race access and success funding;
• Targeted employability support funding;
• Capital funding.

and the data used to monitor the following funding streams:

• Medr’s part-time undergraduate fee waiver scheme;
• PGT Master’s bursaries allocations;
• Medr funded Degree Apprenticeship scheme allocations.

5. The internal audit should also provide assurance over the controls in place to ensure the accuracy of data used in the monitoring of performance, including key performance indicators such as the National Measures, and if applicable, data included by HEPs as part of the fee and access plan reporting requirements.

6. This document provides guidance to the internal auditors about the nature of the controls that their audit should address, to assess whether the systems and processes are adequate to provide accurate data returns and data to use in funding and monitoring and also to ensure that internal audits taking place across the sector are carried out on a consistent basis.

7. If the internal audit report’s overall conclusion, or the conclusions relating to the adequacy of the design of the methods of control and the application of those controls, provides a negative opinion (e.g. limited or no assurance, unsatisfactory or inadequate controls) and/or the report includes a significant number of recommendations, Medr should be notified as soon as the opinion has been agreed. Medr will then conduct their own assessment of the issue and/or commission their own external audit as appropriate. This external audit would consider the accuracy of data for the current period and also consider the findings of the internal auditor and aim to assess the extent of potential errors in the data returns and data used for funding and monitoring for prior periods up to the last external audit. The findings of this external audit may result in adjustments to funding and further action may be taken if HEPs are found to be not compliant with their fee and access plans, the supply-side code of practice for data collections or the financial management code.

Scope of the Audit

8. The way in which internal audit work and controls testing is carried out at each HEP will depend on the systems and controls in place and how information is shared within the HEP. However, it is expected that the internal audit work will cover the elements highlighted in this document. Where previous internal audit work has found that the systems and controls in place are satisfactory, it may be considered appropriate by the HEP’s Audit Committee for subsequent audits to only cover areas of risk. In particular, due to the increased risks associated with the implementation of the HESA Data Futures programme in 2022/23, through 2023/24 and into 2024/25 collection, we would expect to see this area of work included in the scope.

9. The Data Futures programme was implemented for the 2022/23 HESA student record. There were difficulties with the return caused by delays to the functionality of the HESA Data Platform, late software updates, late supply of data quality rules by Jisc and other issues in its implementation year. In light of this, for the 2025 audit scope we didn’t recommend that auditors examine the implementation of the new record for 2022/23 in depth, or the systems and process relating to the 2022/23 return, but rather provide opinions on the controls in place to manage risks relating to the record going forward including plans to review and/or improve processes, documentation and data quality moving into the 2023/24 return. Difficulties were also experienced in returning the 2023/24 student record and this may have meant that providers were not able to fully implement new processes and procedures for their systems at that time. Difficulties were also experienced in returning the 2024/25 student record, however, providers are now moving towards more stable processes to make the return. We would expect auditors to take these difficulties into account in their work, and we expect auditors to include in the scope any updates applied to systems and processes, and to risk registers, after review of the 2022/23, 2023/24 and 2024/25 student data returns.

10. Auditors should ascertain the processes by which data returns and monitoring information are compiled and document them to the extent necessary to enable an evaluation to be made of the adequacy of the existing controls used by the HEP to ensure that they produce accurate data returns and appropriately compile monitoring data. Examples of the controls that the audit would normally be expected to assess are set out for all the current funding streams, data returns and other areas of audit in the sections below. Many of the controls are common to the data returns for all areas of audit. However, not all of the areas of audit apply to all HEPs, and auditors should refer to the relevant paragraphs.

11. Auditors should note that there are some areas where HEPs may have to return estimates, where information is not known at the time of return or information is not available in the required form. Estimates can be made using methods suggested by Medr in its guidance, or if appropriate, HEPs can use their own methods. Where estimates have been made, auditors should review the methods used to calculate them, confirm that they are properly documented, reasonable, consistently applied and tested for reliability.

12. If a HEP is in the process of merging or has recently merged with one or more other HEPs, the auditor should ascertain if procedures have been put in place to integrate their data systems or otherwise ensure that returns for the whole merged HEP can be made.

13. In planning the audit, the Auditor should consider the findings and conclusions of any external and/or internal audit reports relating to systems and data returns for the HEP and any follow up reports and correspondence with management to assess the extent of implementation of the reports’ recommendations. It is expected that the audit reports will make reference to and comment upon the extent that recommendations made by auditors in the previous internal or external audit reports have been effectively implemented.

14. Additionally any data issues or errors notified either directly to Medr by the provider, or identified and communicated by Medr, should be referenced in the report together with any action taken to ensure that data systems and processes have been amended where appropriate to mitigate against any such errors in future. As explained in paragraph 9, there were difficulties with the implementation of the Data Futures programme. This led to multiple errors being flagged and tolerated or left open in the HESA student record issue management system (IMS) since 2022/23. We are not expecting auditors to review these errors, but would recommend any review for the HESA student record for the 2024/25 return focus instead on providers’ plans to review these errors and any action they might take to improve systems and processes moving into future HESA student record returns.

15. It is recommended that internal audit staff with some experience of the HE sector and associated data returns are involved in the visits to HEPs undertaken as part of the review and that auditors are sufficiently briefed on the guidance contained within this publication prior to carrying out the audit. In addition, auditors should make themselves aware of the UK-wide issues experienced with the implementation of Data Futures in 2022/23 and any issues experienced by the provider for the 2023/24 and 2024/25 returns. Advice and clarification relating to the guidance in this publication can be obtained from Medr via [email protected], and Medr staff are available to meet with internal audit staff if required.

Introduction

1. This publication informs providers of the core higher education teaching funding allocations for Coleg Cambria for academic year (AY) 2025/26 and is an addendum to the higher education funding allocations published in August 2025 in Medr publication Medr/2025/06: Medr’s funding allocations for academic year 2025/26. Coleg Cambria is eligible for funding from Medr for its higher education provision from AY 2025/26 as it has an approved fee and access plan from AY 2025/26.

Core higher education teaching funding

2. Core higher education teaching funding comprises:

• Part-time undergraduate credit based funding;
• Per capita funding;
• Access and retention premium;
• Disability premium;
• Expensive subjects premium;
• Higher cost subjects premium;
• Welsh medium premium.

More information about these streams of funding can be found in Medr/2025/06.

3. Data collected on the Higher Education Statistics Agency (HESA) student record 2023/24 for Coleg Cambria was used in the allocation calculations. More information about the data extracted and used in the calculations can be found in Medr publication Medr/2024/01: Higher Education Data Requirements 2024/25.

4. Other higher education funding streams that Coleg Cambria may be eligible for will be notified separately.

Allocations for Coleg Cambria AY 2025/26

5. The following table shows the core teaching allocations for Coleg Cambria for AY 2025/26:

Funding stream	Full-time undergraduate funding (£)	Part-time undergraduate funding (£)	Total core teaching funding 2025/26 (£)
Part-time undergraduate credit based funding	0	0	0
Per capita funding	132	5	137
Access and retention premium	0	212	212
Disability premium	0	0	0
Expensive subjects premium	0	0	0
Higher cost subjects premium	16,668	0	16,668
Welsh medium premium	0	0	0
Total	16,800	217	17,017

Payment schedule

6. The payment schedule for core higher education teaching funding for AY 2025/26 is normally to pay 10% of funding to providers in all months of the year other than February and March. Therefore, for Coleg Cambria for AY 2025/26, payments for August 2025 to January 2026 (60% in total) will be paid with the April 2026 payment and a further 10% will be paid in each of April, May, June and July 2026.

Further information

7. Any queries regarding this publication should be directed to Hannah Falvey ([email protected]).

Aspiring apprentices across Wales will soon be able to benefit from new construction apprenticeships, helping fill skills gaps identified by the industry.

Following engagement with apprenticeship providers, industry and learners, Level 2 apprenticeship pathways in bricklaying, site carpentry, scaffolding and building maintenance will be available later this year. The apprenticeship courses are being introduced by Medr following funding from Welsh Government.

Since 2022, the construction framework for apprentices has begun at Level 3. The new Level 2 courses have been created in collaboration with Qualifications Wales and will provide wider choice for learners, whilst helping meet the sector’s skills demands.

Jack Sargeant, Minister for Culture, Skills and Social Partnership, said:

“Construction is a critical sector for the Welsh economy, with a long and successful past in harnessing the power of apprenticeships for the benefit of employers, learners and the wider socio-economic landscape. We are committed to strengthening its workforce and skills pipeline to meet construction, housing and retrofit ambitions.

“There is clear demand for Level 2 construction apprenticeship opportunities to be made available in Wales, and the new pathways announced are proof our commitment to apprenticeships is unwavering. The sector can be confident that Wales is building a modern, flexible and future focused apprenticeship system.”

James Owen, Chief Executive of Medr, added:

“We are pleased that these new apprenticeship pathways will be available to meet the needs of employers and learners for an accessible route to sustainable careers in the construction industry.

“Responsive apprenticeship frameworks are key to our ambitions to create a flexible and joined-up tertiary system where everyone can acquire the skills and knowledge they need for a changing economy and society.”

Ifan Glyn, Federation of Master Builders’ Director of Home Nations and Wales, said:

“We welcome this announcement, as it reflects concerns raised by small builders across Wales. Small, local firms train the vast majority of Wales’s apprentices, so greater flexibility in apprenticeship pathways is a positive step towards addressing the growing skills shortages facing the sector.

“Diversifying entry routes into the construction workforce also supports our 2026 Senedd manifesto call, so it is pleasing to see the Welsh Government responding to the industry in this way.”

Last week Medr published its report of the demand, provision and distribution of subject areas across higher education in Wales.

The analysis contained in the report looks at the subjects higher education students study, and also looks at A level entries, UCAS entrant data and Research Excellence Framework 2021 data, by subject.

The work was carried out in response to a request from Vikki Howells, Minister for Further and Higher Education and has been submitted in response to the Welsh Government Tertiary Participation and Sustainability evidence paper call for submissions.

Subjects of study – demand, provision and distribution of subject areas across higher education

Introduction

1. This piece of work has been carried out in response to a request from Vikki Howells, Minister for Further and Higher Education, at the beginning of 2025, for Medr to provide an overview of the demand, provision and distribution of subject areas across higher education (HE) in Wales. The analysis summarises HE subject provision in Wales and includes an analysis of the current enrolments by subject group at Welsh higher education providers (HEPs),the trend in enrolments, a comparison with the UK, a regional analysis, an analysis of study through the medium of Welsh, an analysis of the A level pipeline to HE, UCAS applications and acceptances to HE in Wales and Research Excellence Framework (REF) 2021 results.

Executive summary

2. Overall, the subject distribution of HE enrolments in Wales for 2023/24 is similar to that of the UK as a whole, with the high level subject groups with the most enrolments being Business and Management, Subjects allied to medicine and Social sciences for both Wales and the UK.

3. There are different subject distributions for different modes and levels of study. Popular full-time (FT) undergraduate (UG) subjects include Business and management, Law, Computing, Engineering, Nursing and midwifery and Biosciences, while Combined and general studies, Education and teaching, Health and social care, Psychology and Engineering are popular for part-time (PT) UG study. For FT postgraduate (PG) study, Business and management is by far the most popular subject group. For PT PG study, Business and management, Education and teaching, Nursing and midwifery and Allied health have the most enrolments.

4. There are much higher proportions of domiciles from overseas for postgraduate provision, than for undergraduate provision. For subject groups with over 1,000 enrolments in 2023/24, particularly large proportions are seen for FT PG provision in Business and management (94%), Computing (84%), Engineering (79%) and Allied health (72%).

5. Some subject groups have high proportions of enrolments from the rest of the UK, such as Languages and area studies, Economics, Geography, earth and environmental studies, Politics, Physics and astronomy and Biosciences, all with over 70% from the rest of the UK for full-time undergraduate provision.

6. The Open University in Wales dominates PT UG provision accounting for over half of all PT UG provision in 2023/24. UG non-degree provision was the most likely to be studied on a part-time basis, and some subjects were much more likely to be studied part-time, such as Combined and general studies.

7. Overall, the number of enrolments at Welsh HEPs increased by 14% over the past 10 years. This is lower than the UK figure at 25%. However, enrolments in certain subject areas have declined significantly over the past 10 years. Particular areas of concern for FT UG degree provision include Language and area studies, Education and teaching, Design, and creative and performing arts, Physical sciences and Mathematical sciences, all with decreases of 20% or more. In contrast, FT UG degree enrolments in Medicine and dentistry, Subjects allied to medicine, Computing, Architecture, building and planning, Social sciences and Law have increased by 20% or more.

8. For FT PG taught (PGT) provision, large proportional increases in enrolments were seen in Subjects allied to medicine, Physical sciences, Mathematical sciences and Computing. Decreases were seen in Language and area studies and Historical, philosophical and religious studies.

9. Compared to the UK as a whole, Wales has lower proportions of enrolments from overseas students, and higher proportions than might be expected of PT and UG non-degree provision.

10. Wales’ share of FT PG research (PGR) enrolments at UK HEPs has decreased overall between 2019/20 and 2023/24, though PT PGR is up over the same period. For FT PGR provision, the share of enrolments at UK HEPs has been below 4% for the past four years, when overall enrolments at Welsh HEPs have a share of just over 5%. The low share of FT PGR enrolments and small numbers of PGR students in certain subject groups is reflected to some extent in the REF 2021 results for Wales.

11. Wales has a higher than expected proportion of enrolments at UK HEPs in some subjects, including Sport and exercise sciences, Combined and general studies, Health and social care and Biosciences.

12. For most subjects, the number of Welsh domiciles staying in Wales to study outnumbered those studying in the rest of the UK, exceptions include Medicine and dentistry, Veterinary sciences, Music and Other performing arts.

13. There are areas where FT UG demand from Welsh domiciles exceeds the supply in Welsh HEPs of places for home domiciled students. These include Veterinary sciences, Creative arts and design, Music, Other performing arts, General, applied and forensic sciences, and Materials and technology.

14. Provision in Wales is concentrated in the south of the country, and there are certain subjects that are only available in Cardiff University. The population of Wales is also greater in the south, but provision is not evenly distributed according to the local population. Some subjects, such as Engineering and Materials and technology in South West Wales, are concentrated in particular locations. Certain vulnerable subjects are based in small providers such as language and area studies in Aberystwyth University.

15. Most provision is based in the nine universities in Wales, with Cardiff University being the largest HEP. Smaller amounts of provision are available in further education colleges and alternative providers. This provision is available either directly from the college or alternative provider, with a university or other organisation awarding the qualification, or is franchised in from a university. These arrangements provide local opportunities for certain subjects in places that do not have a university and offer progression opportunities for those studying at level 3 in colleges.

16. Welsh medium provision is concentrated in FT UG study, with little provision at PG level. Welsh medium provision is also concentrated in certain subjects such as Celtic studies (as would be expected given this includes Welsh language and literature), Education and teaching, Agriculture, food and related studies and Design, and creative and performing arts. However, numbers are small and proportions of fluent Welsh speakers that take some Welsh medium provision are small in some subject areas.

17. The pipeline to HE from A level completions mirrors some of the decreases seen in enrolments at UG level. Work is being carried out in Medr to explore the drop in progression between AS level and A2 qualifications which may provide some insight into this.

18. For UG entrants that apply through UCAS, Welsh domiciles are more likely to be accepted to Welsh HEPs for most subjects, this is likely due to Welsh domiciles preferring Welsh HEPs in their applications. However, the number of acceptances in some subjects mean that some subjects are dominated by entrants from the rest of the UK. This includes Economics, Languages and area studies, Biosciences, and Geography, earth and environmental studies, with over 70% of acceptances from the rest of the UK.

19. Staff full-time equivalent (FTE) submitted to the REF 2021 exercise for Wales accounted for 3.9% of the UK total, which is lower than might be expected, and in some subject areas staff FTE numbers submitted were very small.

Twelve projects across Wales are set to benefit from £4.75 million of Medr funding to explore new ways of working across tertiary education institutions and geographical boundaries, leading to a more coherent and collaborative sector.

The Strategic Development Fund was announced in October by Medr, who fund and regulate the tertiary sector in Wales, to encourage greater collaboration and support projects which contribute towards at least one of Medr’s strategic aims. Applications were invited from universities, further education colleges, local authorities or apprenticeship providers funded directly by Medr, with scope to collaborate with others more widely as lead partners.

There was considerable interest from across Wales and, following a robust evaluation, the projects successful in receiving funding are:

Lead	Partners	Project
Coleg Cambria	Wrexham University	North East Wales Skills Partnership Advanced Skills Hub – delivering short courses to address regional skills shortages in digital, green skills, emerging technologies, advanced manufacturing and public sector.
NPTC Group of Colleges	Four colleges; work based learning providers; and industry partners	Celtic Freeport Partnership – a regional Curriculum Transformation Project for Clean Energy.
Cardiff Council	Cardiff and Vale College, St David’s Catholic Sixth Form College and Vale of Glamorgan Council	Unlocking Post-16 Potential – developing a unified post-16 education offer through collaborative delivery across multiple partners in Cardiff and the Vale of Glamorgan.
Cardiff Metropolitan University	Bridgend College and ALS training	Flexible Tertiary Pathways for Upskilling and Reskilling Learners in Wales – piloting the delivery of micro-credentials for the fintech and creative industries in the Cardiff Capital Region.
University of South Wales	Bridgend College, Cardiff and Vale, Coleg Y Cymoedd, Coleg Gwent, The College, Merthyr Tydfil and Screen Alliance Wales	Addressing Skills Gaps and Labour Shortages in key employment areas – a cohesive, integrated approach to engaging potential learners in areas of economic need.
Wrexham University	Bangor University, Coleg Cambria and Grŵp Llandrillo Menai	Llwybrau Llwyddiant / Pathways to Success – improving learner participation and progression rates through further education to higher education by promoting careers and educational opportunities to learners.
St David’s Catholic Sixth Form College	Catholic Archdiocese of Cardiff-Menevia and Catholic Education Service (CES)	The National Catholic College – to formalise the National College structure as a collaborative network of Catholic post-16 providers, led by St David’s, and widening access to non-Catholic and rural institutions, particularly those with limited A-level choice or capacity.
Gower College Swansea	Pembrokeshire College, Coleg Gwent, Stable and Microsoft	National Centre for Digital Skills – training teaching staff to deliver industry recognised digital technology qualifications and developing a digital collaboration hub, hosted by the National Centre for Digital Skills, to meet demand within technology-enabled roles and facilitate stronger employer partnerships across Welsh industries.
The Open University in Wales	Open University in Wales; Learning and Work Institute; Rhondda Cynon Taf County Borough Council; Trivallis Housing Association; Adult Learning Wales; ALS Training Ltd; University of South Wales;  TUC Cymru	Pathways – using a model by the Learning and Work Institute, this project will focus on co-designing a widening participation pathway which has the learner at its heart and tests an assessment and referral model.
Coleg Gwent	Open University in Wales	Gain4Growth Wales: Empowering Learners, Elevating Outcomes – building on a successful Quality Assurance Agency project, piloting a collaborative, pan-Wales programme to strengthen outcomes, academic support and skills development for students enrolled on undergraduate programmes delivered within college-based higher education environments.
Rhondda Cynon Taf County Borough Council	Multiple Welsh Schools	Cyfleoedd+ – to enhance strategic leadership, learner choice and experience for Welsh-medium post-16 education across Rhondda Cynon Taf and Pen-y-bont ar Ogwr County Borough Councils.
University of South Wales	Cardiff University; Swansea University; Bangor University; Wrexham University; Aberystwyth University; Cardiff Metropolitan University; University of Wales Trinity Saint David; Royal Welsh College of Music and Drama	Business case for the development for a Wales HE procurement shared service and establishment of an associated shared service entity – The project requires funding for the development of a detailed business case for a HE Wales shared procurement service.

James Owen, Chief Executive of Medr said:

“As one of the first tertiary education bodies in the world, it’s fantastic news that we have been able to support a range of innovative, collaborative projects for the benefit of learners across Wales.

“We were impressed with the range, ambition and quality of the proposals we received and look forward to evaluating the impact of the successful projects.  

“The projects also demonstrate the appetite for greater collaboration, helping to unlock the potential of a sector that is greater than the sum of its parts.”

Minister for Further and Higher Education, Vikki Howells said:

“Medr was established in 2024 with a clear mandate to deliver for learners and maximise the opportunities that come from regulating and funding across the post-16 sector. Supporting more effective collaboration across tertiary providers is a key objective for Medr to deliver.

“These projects show exactly what that approach can achieve: universities, colleges and local authorities working together to create new opportunities for learners right across Wales. I look forward to seeing the results of these partnerships.” 

Post-16 Strategic Development Fund – successful bids

Introduction

1. This publication outlines the successful bids from the Post-16 Strategic Development Fund.

2. £4.75m is available for the academic year (AY) 2025/26 and we received 48 bids totalling in excess of £14m.

3. The successful bids total £4.92m and works on the assumption that there will be an underspend from the 12 successful bids. Medr Board have approved carrying a risk of £177k.

Background

4. The purpose of this funding is to encourage more collaboration within the tertiary sector. The bidding process has allowed Medr to gather further intelligence around the need for strategic investment across the sector.

5. The fund was seeking bids which address the following:

• Collaboration – projects which illustrate collaboration across the tertiary education sector of at least two organisations.
• New – project activity which is new and no part of the project had already started.
• Strategic – the project is linked to the strategic ambitions of Medr.

Bids received

6. It was noted in the original publication that the lead partner submitting the bid must be a university, further education institution (FEI), local authority (LA) or apprenticeship provider who is funded directly by Medr. Other organisations working within the tertiary education sector in Wales may be included as collaborative partners. Of the 48 bids, we received lead partner bids from all parts of the tertiary education sector and there were a wide range of organisations as partners, such as employers, trade unions and regional skills partnerships.

7. A Medr panel was convened to score the bids. The scoring system considered how projects addressed the following elements:

1. Collaboration between providers,
2. Breaking new ground,
3. Medr’s strategic aims,
4. Governance structures,
5. Evidence of need,
6. Planned timescales,
7. Involvement of learners and trade unions,
8. Planned costs,
9. Outcomes and deliverables,
10. Sustainability.

Successful bids

8. The successful bids are as follows:

Lead organisation	Partners	Project	Bid amount
Coleg Cambria	Wrexham University	North East Wales Skills Partnership (NEWSP) Advanced Skills Hub – The Advanced Skills Hub will be designed to deliver an integrated skills pipeline of short course provision ranging from Level 2 vocational training up to Level 7 postgraduate qualifications, focusing specifically on addressing critical regional skills shortages in areas such as Digital, Green Skills, and Emerging Technologies as well as Advanced Manufacturing alongside Public Sector and wider industry skills demands.	£257,100
NPTC Group of Colleges	Coleg Sir Gâr, Gower College Swansea, Pembrokeshire College, WBL and industry partners	Celtic Freeport Partnership: A Regional Curriculum Transformation for Clean Energy – This bid proposes a collaborative curriculum transformation project involving four further education (FE) colleges, coordinated by the Freeport Skills Director.	£550,000
Cardiff Council	Cardiff and Vale College, St David’s Catholic Sixth Form College and Vale of Glamorgan Council	Unlocking Post-16 Potential: Delivering Equitable Access Through Collaborative Provision Across Cardiff and the Vale – This project will develop a unified post-16 education offer through collaborative delivery across multiple partners in Cardiff and the Vale of Glamorgan.	£566,000
Cardiff Metropolitan University	Bridgend College and ALS training	Flexible Tertiary Pathways for Upskilling and Reskilling Learners in Wales – This project establishes a tertiary consortium led by Cardiff Metropolitan University partnering with Bridgend College and ALS Training to pilot the delivery of stackable level 4 and level 5 micro-credentials for the FinTech and Creative Industries in the Cardiff Capital Region (CCR). It seeks to strengthen the tertiary education system’s capacity to respond flexibly to industry and learner demand, ensuring learners of all ages can access relevant, high-quality skills development utilising existing degree apprenticeship and standalone modules.	£151,572
University of South Wales	Bridgend College, Cardiff and Vale, Coleg Y Cymoedd, Coleg Gwent, The College Merthyr Tydfil and Screen Alliance Wales	Future Skills: Addressing Skills Gaps and Labour Shortages in key employment areas – The Future Skills project, a new collaboration across six institutions and multiple agencies, proposes a cohesive, integrated approach to engage potential learners in shortage subjects and employment areas aligned and underpinned research and innovation priorities.	£595,000
Wrexham University	Bangor University, Coleg Cambria and Grŵp Llandrillo Menai	Llwybrau Llwyddiant / Pathways to Success – This new project offers scalability, improving learner participation rates and progression rates through FE to HE by promoting careers and educational opportunities to learners.	£803,511
St David’s Catholic Sixth Form College	Catholic Archdiocese of Cardiff-Menevia and Catholic Education Service (CES)	The National Catholic College (operational name) – The proposed project will formalise the National College structure as a collaborative network of Catholic post-16 providers, led by St David’s, and widen access to non-Catholic and rural institutions, particularly those with limited A-level choice or capacity. It will strengthen quality assurance across Catholic post-16 provision through shared professional learning, peer review, and collaborative curriculum planning. This will include creating an overarching quality assurance framework focused on academic standards and aligning this strategic approach to equity, equality, diversity, inclusion and environmental sustainability. The project will develop a distinctive online pedagogy that supports teachers to deliver high-quality digital learning.	£225,000
Gower College Swansea	Pembrokeshire College, Coleg Gwent, Stable and Microsoft	National Centre for Digital Skills – The project will involve 15 teaching staff across partners being trained to deliver industry recognised digital technology qualifications.  The intention is for three curriculum areas to embed new Microsoft Certified modules by July 2026. A live digital collaboration hub will be developed and hosted by the National Centre for Digital Skills. This will support improved teaching skills set and curriculum delivery to meet demand within technology-enabled roles and industry requirement and facilitate stronger employer partnerships across Welsh industries.	£310,324
The Open University in Wales	The OU in Wales, The Learning and Work Institute, Rhondda Cynon Taf County Borough Council, Trivallis Housing Association, Adult Learning Wales, ALS Training Ltd, University of South Wales, TUC Cymru	PATHWAYS – Utilising a model by the Learning and Work Institute, this project will focus on co-designing a widening participation pathway that is learner centred and aims to demonstrate the efficacy of a scalable learner-centred assessment and referral model.	£359,850
Coleg Gwent	Open University	Gain4Growth Wales: Empowering Learners, Elevating Outcomes – The project builds on a successful Quality Assurance Agency (QAA) innovative best practice project and seeks funding to enhance and pilot a collaborative, pan-Wales programme to strengthen educational gain, academic support, and skills development for students enrolled on undergraduate programmes delivered within college-based Higher Education environments (CBHE). It will create coordinated support systems, shared resources, and cross-provider learning opportunities that go beyond standard provision, ensuring CBHE learners receive equitable access to academic enrichment, career readiness support, and personal development pathways.	£201,600
Rhondda Cynon Taf County Borough Council	Several Welsh Schools	Cyfleoedd+, Strategic Leadership for Welsh-Medium Post-16 Education across Rhondda Cynon Taf and Pen-y-bont ar Ogwr County Borough Councils – The project will enhance strategic leadership of Welsh-medium post-16 provision and greatly enhance learner choice and experience. It will build capacity and sustainability through the strategic dissemination and collaborative delivery of effective and efficient practice and targeted professional learning. The project will develop scalable, high-quality post-16 curriculum models responsive to learner demand and choice, and strengthen progression routes, aligning school, FE, HE, and industry.	£375,000
University of South Wales	Cardiff University, Swansea University, Bangor University, Wrexham University, Aberystwyth University, Cardiff Metropolitan University, University of Wales Trinity Saint David, Royal Welsh College of Music and Drama	Business case for the development for a Wales HE procurement shared service and establishment of an associated shared service entity – The project requires funding for the development of a detailed business case for a HE Wales shared procurement service. The business case will explore the set up a HE Shared Service vehicle, which will initially prioritise shared procurement opportunities, but presenting opportunity for further services to follow.	£530,000
			£4,924,957

9. The successful bids total £4.92m.

Monitoring

10. Projects will be required to complete an interim project report at the midpoint of the project and a final project report at the end of the project using the templates in Annexes A and B.

11. As a condition of funding, it is an expectation that projects share their learnings from the project. From the monitoring noted in Annexes A and B, we will identify learning and share across the network. In addition, we would welcome project bids to include within the bids how you would expect to disseminate your learning.

Timetable

12. Timetable for the projects:

Payment	60%: 20 February 2026 40%: 20 April 2026
All funds committed	31 August 2026
Part-way evaluation form	01 May 2026
Final evaluation form	01 November 2026

Further information

13. For further information, contact [email protected].

Main points

Enrolments at Welsh higher education (HE) providers

• There were 143,825 enrolments at Welsh HE providers in 2024/25, 5% less than the 150,680 enrolments in 2023/24. In comparison, for HE providers across the whole of the UK the number of enrolments fell by 1% in 2024/25 compared to 2023/24.
• In 2024/25 there were 32,070 postgraduate enrolments at Welsh HE providers. This was a 19% decrease from 2023/24 when there were 39,360 postgraduate enrolments. A drop in taught postgraduate enrolments by students from outside the UK accounted for the majority of this decrease.
• In 2024/25 there were 111,755 enrolments at undergraduate level. This was a difference of less than 1% from the previous two years and 6% higher than in 2016/17.
• 48% of enrolments at Welsh HE providers were by students whose permanent address prior to starting their studies was in Wales. 37% of enrolments in 2024/25 were by students from the rest of the UK and 15% were from outside of the UK.
• The proportion of enrolments by students known to have a disability has increased year-on-year. 22% of enrolments in 2024/25 were by students known to have a disability.
• Of enrolments by students from the UK where ethnic background is known, 17% of enrolments were by students with an ethnic minority background in 2024/25. This proportion has been steadily increasing year-on-year.
• 52,685 enrolments resulted in students achieving a qualification in 2024/25. This was a 5% increase from the previous year.
• 29% of first degree qualifiers gained a first class honours degree in 2024/25. This was a two percentage point increase from 2023/24.

Enrolments by students from Wales at HE providers across the UK

• There were 103,060 enrolments by students from Wales at HE providers across the UK in 2024/25. This was similar to the 103,205 enrolments in 2023/24.
• Nearly one in three enrolments by students from Wales were at HE providers outside of Wales in 2024/25.
• Increasing proportions of enrolments by students from Wales are by those who are known to have a disability. 25% of enrolments by students from Wales in 2024/25 were by students known to have a disability.
• Increasing proportions of enrolments by students from Wales are by those with an ethnic minority background. 12% of enrolments by students from Wales in 2024/25 had an ethnic minority background.
• In 2024/25, 17% of full-time undergraduate enrolments by students from Wales were from the most deprived Welsh Index of Multiple Deprivation (WIMD 2019) quintile, compared with 26% from the least deprived quintile. This is explained by much higher numbers of enrolments at HE providers outside of Wales by students from less deprived areas in comparison to those from more deprived area.
• 31,090 enrolments across the UK resulted in students from Wales achieving a qualification in 2024/25. This was a 5% increase from the previous year.

Introduction

1. This publication sets out the arrangements and timing for additional funding of £21,126,000 to recognise increased participation in further educations institutions (FEI) and local authorities (LA) in the academic year (AY) 2025/26.

2. Medr earmarked this funding as part of their 2024-25 budget and will be allocated to providers in the financial year 2025-26.

3. This funding will be paid in full in one instalment in January 2026.

Rationale

4. The allocation process was as follows:

1. All providers are guaranteed up to 5% of their over delivery.
2. Pro-rate the remaining elements of the £21.126m across the LAs and FEIs working above 5% of their initial allocation.
3. Adjusted the combination of i) and ii) based on the changes needed to the 10m increased participation fund of 2024/25. This is for further education institutions only. This was due to an error in the LLWR December freeze of December 2024, which has now been corrected.

Additional funding amounts and timings

5. An allocation of £18,020,897.72 will be allocated to FEIs for increased participation in the AY 2025/26, as shown in the table below.

Further education institutions	Further education | Additional support for mainstream funding
Bridgend College	£872,587.48
Cardiff and Vale College	£2,058,056.69
Coleg Cambria	£2,547,714.70
Coleg Gwent	£2,273,366.02
Coleg Sir Gâr	£1,058,470.25
Coleg y Cymoedd	£1,843,057.34
Gower College Swansea	£1,498,235.69
Grŵp Llandrillo Menai	£2,341,486.00
Grŵp NPTC Group	£1,421,489.70
The College Merthyr Tydfil	£894,499.30
Pembrokeshire College	£674,369.20
St David’s Catholic Sixth Form College	£537,565.35
Total	£18,020,897.72

6. An allocation of £3,247,221.59 will be allocated to local authorities for increased participation for mainstream funding in AY 2025/26, as shown in the table below.

Local authority	Local authority | Additional support for mainstream funding
Isle of Anglesey County Council	£139,737.76
Cardiff Council	£848,827.40
Carmarthenshire County Council	£135,542.12
Denbighshire County Council	£201,391.89
Flintshire County Council	£153,758.21
Monmouthshire County Council	£197,469.32
Neath Port Talbot Council	£112,346.27
Newport City Council	£157,296.10
Pembrokeshire County Council	£167,861.62
Rhondda Cynon Taf County Borough Council	£393,914.14
Swansea City and County Council	£329,051.31
Torfaen County Borough Council	£22,864.36
Vale of Glamorgan Council	£387,161.09
Total	£3,247,221.59

7. This funding relates to the period 1 August 2025 to 31 July 2026. This additional funding to support increased participation for the AY 2025/26 will be paid in full in one instalment in January 2026.

Medr, Wales’s Commission for Tertiary Education and Research, has published its first annual report and accounts, documenting the highlights and success of its first eight months of operation.

Over the reporting period, Medr, which became operational in August 2024:

• Invested more than £686 million in the tertiary education and research sector, ensuring financial support and stability for providers and learners.

• Delivered a smooth organisational transition, ensuring it continued its regulatory oversight for the tertiary education sector throughout a period of significant change.

• Built strong relationships with providers and stakeholders, and promoted collaboration across the sector.

• Set out its long-term vision for the tertiary sector through its first Strategic Plan, following extensive consultation with learners and stakeholders.

• Laid the foundations for a strong organisation that has high standards of accountability and responsibility for public funds; prioritises learners and collaborative working; and supports and develops its staff.

James Owen, Chief Executive of Medr, said:

“This was a huge first year for our ground-breaking organisation where we had the opportunity to set a dynamic course for the future of learners, communities, and our economy.

“That we effectively supported the sector to the tune of almost £700 million in our first eight months, while maintaining our regulatory oversight, shines a light on our professional, capable and collaborative staff.

“Ensuring we support an inclusive, joined-up sector that serves current and future learners to reach their potential has been key for us from the beginning, and we are excited to see the impact of our Strategic Plan – that advocates for a strong tertiary education and research sector – over the coming months and years.”

Medr’s annual report for the period August 2024 – March 2025 was laid before the Senedd in December 2025 and is available on the Medr website.

Annual Report and Accounts 2024-25

Medr’s Strategic Plan 2025-2030