Official Statistics

FE Choices learner satisfaction survey 2016 to 2017

The survey captures learners’ experiences of their college or training organisation.

From:
Education and Skills Funding Agency and Department for Education
Published
13 July 2017
Last updated
13 September 2018 — See all updates

Applies to England

Documents

Learner satisfaction survey 2016 to 2017: summary

PDF, 118 KB, 8 pages

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Learner satisfaction transparency spreadsheet 2016 to 2017

MS Excel Spreadsheet, 350 KB

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National reporting slides 2016 to 2017

PDF, 710 KB, 109 pages

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Learner satisfaction open data guidance 2016 to 2017

PDF, 122 KB, 13 pages

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Learner satisfaction provider file 2016 to 2017

CSV, 83.2 KB

View online

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Learner satisfaction question file 2016 to 2017

CSV, 18.1 MB

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Learner satisfaction response file 2016 to 2017

CSV, 1.51 MB

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Details

FE Choice learner satisfaction survey

The survey captures learners’ experiences of their college or training organisation through a series of questions.

The learner satisfaction survey performance indicator score is calculated for each eligible college or training organisation. This enables comparisons to be made against other college or training organisations of the same organisation type and also allows comparisons against any college or training organisations for which a score has been calculated.

Learner satisfaction survey: national reporting

This information provides an overview, at national level, of the findings of the FE Choices learner satisfaction survey 2016 to 2017. The survey asked learners to rate their providers on training delivered in 2016 to 2017.

The purpose of FE Choices is to provide consistent and comparable information for learners and employers to help them make informed choices about publicly funded education and training as well as providing consistent management information on key performance indicators.

Published 13 July 2017
Last updated 13 September 2018 + show all updates

  1. Higher Education Institutions data updated.

  2. First published.

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