Purpose This paper explores how Further Education (FE) and Skills professionals understand social value, based on a sector-wide call for evidence. It examines evidence of the sector’s contribution to social value at individual, community and societal levels. While relatively little has been written about social value in FE and Skills, articulating the value generated by the sector can strengthen its collective identity, provide meaningful insights for policymakers and support organisations to communicate and enhance the value they deliver. Design/methodology/approach In July 2024, the Education and Training Foundation (ETF) held a month-long call for evidence on social value in the FE and Skills sector in England. ETF invited FE and Skills professionals to submit evidence about the social, psychological and community benefits their institutions deliver. Participants were asked to complete a short online survey and upload any relevant reports, documents and supporting data. Findings Evidence reviewed in this study suggests that social value in FE and Skills is primarily created in the form of social inclusion and widening participation, employment opportunities and progression to future learning. Key perceived benefits included learner knowledge, skills and confidence, strengthening community bonds, social cohesion and integration and local employment and economic prosperity. Originality/value This study contributes to a better understanding of social value in FE and Skills. Based on the literature review and call for evidence, it offers a working definition of social value in FE and Skills as the social, economic and environmental well-being that benefits learners and local communities.
Barrett et al. (2026) studied this question.