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Edited by: Susan Wallace

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Further Education Unit (FEU)  

Between 1977 and 1994 the FEU advised on, and supported research into, curriculum and pedagogical matters relating to further education ...

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Overview of the UK's further education sector

The UK boasts a diverse and wide-ranging further education sector that provides opportunities for school leavers, young adults and mature students

FE sector facts

• Further education includes study after secondary school.
• College is for people of all ages, with courses free for students aged 16 to 18.
• 1.6 million students go to college in England each year to develop their career, progress to university, engage in further education or increase their employability.

What is further education?

On GOV.UK it states that further education (FE) includes any study after secondary education that doesn't form part of an undergraduate or graduate degree.

These post-secondary school qualifications are delivered by FE, sixth form and specialist colleges that aim to provide top quality academic, technical and professional education and training for both young people and adults.

The Education and Training Foundation (ETF), the professional body for FE training and standards in England, has produced a Guide to the FE System in England .

How is the FE system structured?

According to the AoC, there are 270 colleges in the UK (June 2023):

• 225 colleges in England
• 26 in Scotland
• 13 in Wales
• 6 in Northern Ireland.

UK colleges are represented by the following organisations specific to each home nation:

• Association of Colleges (AoC) - The membership organisation representing FE, sixth form, tertiary and specialist colleges in England.
• Colleges Scotland - The collective voice of the college sector in Scotland.
• Colleges Wales - An education charity that promotes the public benefit of further education in Wales.
• Northern Ireland (NI) Direct - Oversees the two university colleges, six FE colleges and an agri-food and land-based college in NI.

Most colleges are referred to as general FE colleges, but there are a number of different types of institution.

For instance, of the 225 colleges in England:

• 158 are general FE colleges
• 44 sixth form colleges
• 11 land-based colleges
• 10 institutes of adult learning (formerly specialist designated colleges)
• two art, design and performing arts colleges.

Who are college courses aimed at?

Anyone aged 16 and over can go to college, although the AoC reported that the majority of college income for 2020/21 (£3.63billion), accounting for 55% of total spending, was focused on 16-18 education.

It's unsurprising that sixth form and general FE colleges providing qualifications at A-level standard benefit most from the funding, especially as education is still free for students in this age group.

Colleges are inclusive places to learn, with over a fifth (21%) of students studying in England in 2022/23 having indicated some form of learning difficulty and/or disability.

What FE courses can you study?

Widely available FE courses include:

• BTECs (Business and Technology Education Council)
• Higher National Certificates (HNCs)

See college courses for an overview of the main FE qualifications studied at college.

However, while these FE courses are offered by colleges rather than universities, some colleges also run undergraduate programmes.

Read our guide to undergraduate qualifications .

It was also revealed that colleges train around 1,000 apprentices, so you may wish to explore apprenticeships in more detail. You can learn more about vocational college courses at AoC - About colleges .

Can I still go on to university?

Some FE qualifications can be topped up to a full degree, so if you're thinking of going to university but still aren't sure, the course may offer credit should you choose to carry on with study after the college course.

What are the modes of study at college?

Similar to university, you can choose between full and part-time study for the majority of courses. While some will require you to spend a significant amount of time in the classroom, colleges often use a blended learning approach, with online distance learning complementing the traditional face-to-face teaching.

Online college courses, for qualifications such as A-levels and BTECs, are also very popular. This is because you'll get the opportunity to study and achieve a qualification without the need to visit the college in person. The course will typically involve interacting with tutors and other learners online through lectures, training sessions, webinars and chat forums.

Popular FE providers include the Open Study College and Online Learning College , while The Open University offers qualification options at undergraduate level and above. You can also explore free courses as signposted by the National Careers Service (NCS) .

This flexible approach to learning allows students to study at a time and place that fits in with their lifestyle, perfect if there isn't a local college accessible from your area. Read more about the benefits of online learning .

Am I eligible for student finance?

As mentioned, FE college courses are free for 16 to 18-year-olds, but for adult learners (anyone 19 and over), tuition fees are likely to be involved. Even younger students can still claim education-related costs through the government's 16 to 19 Bursary Fund .

If you're studying in Scotland, Wales or Northern Ireland, you may be able to claim for Education Maintenance Allowance (EMA) .

When it comes to online learning with private course providers, you'll certainly need to pay course fees. For instance, if you're taking A-levels, you'll need to consider exam and invigilation fees as well as tuition costs, while for some courses, there's additional fees for the practical aspects of the programme.

There are a range of grants and loans offered at a local level for adult education. For example, see the booklet on Fees, finance and funding for adult learners from The Manchester College .

For undergraduate courses at college, you can consider applying for government support in the form of tuition fee and maintenance loans. Read more about student loans and finance at undergraduate level.

Can international students go to college in the UK?

International students can apply to go to college in the UK, but you'll need to have sorted out your visa first before entering the country.

As Britain has now left the European Union (EU), students from European countries will require 'settled' status under the EU Settlement Scheme to live and study here. However, in many cases, college fees are still generally quite reasonable.

The AoC has revealed that the average tuition fees for international students studying a further education qualification is £8,200 per year, with Level 3 courses proving the most popular.

As colleges are renowned for providing a pipeline for those progressing to university, a high proportion of international students choose to move on to HE courses.

They also found that as far as the international marketplace is concerned, the main drawing power in coming to the UK for FE-level study is to achieve A-levels, take English language courses and undertake teacher training .

Read more about studying in the UK at degree level.

You can also take a look at the scholarships and funding available from the British Council - and get information on how to apply to study in the UK .

Find out more

• Discover how to apply for college in the UK .
• Consider should I go to university or do an apprenticeship?
• Explore adult education .

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How Can We Learn Effectively?

• Growth mindset and curiosity
• The process of learning

Learning through experience and reflection

• Learning as part of the everyday
• Learning healthily
• Your optimal learning recipe
• Further academic skills support

There will inevitably be many times during studies, and in life, when you try things, and they don’t work as well as you might have hoped. However, crucially, they still offer an opportunity to learn from the experience.

There are various ‘reflective models’ which can help you to  actively reflect on your experiences, and importantly, consider what you would do differently next time. For example Rolfe et.al (2001) ask three simple questions:

• What happened?(What was I trying to achieve? What was good/back about the experience?)
• So what?  (What does this mean? What is my new understanding of the situation?)
• Now what? (What do I need to do differently to resolve the situation, or to improve for next time?)

Next time you recognise an opportunity to learn from an experience or situation, why not begin with these three questions to help you unpick your next steps.

• Gibbs, G. (1988). Learning by doing:a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.
• Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions . Basingstoke: Palgrave.

Reflecting during your studies

It is important to reflect on your experiences throughout your studies. In particular, you might make time to reflect more fully at the beginning or end of each semester, or before you start on your next assignment. This will allow you to focus on what you might do next to develop even further.

Some reflections you might like to consider:

• You could explore the Academic Skills Centre support to help you with this.
• You could explore our engaging with feedback guidance as a starter.
• Are there other aspects of University I would like to get more involved in this semester, such as societies, volunteering opportunities, work experience, meeting new people? What steps can I take to do this?
• There is lots of wellbeing support and advice  available too, should you need it.
• << Previous: The process of learning
• Next: Learning as part of the everyday >>
• Last Updated: Jun 30, 2023 1:11 PM
• URL: https://libguides.bham.ac.uk/asc/learneffectively

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UK Further Education

Not sure you’re ready for a Bachelor’s degree? Interested in both academic and vocational courses?

Enrol at a UK further education college. You can gain a UK Higher Education qualification such as a Higher National Diploma (HND), enhance your career prospects, and still top-up to a university degree later.

Why choose the UK further education?

If you would like to study in the UK and want to keep your options flexible, a course at a UK further education college could be the solution.

UK further education (FE) colleges are funded by the Government and offer access courses, higher education-level diplomas and in some cases full Bachelor’s degrees. College qualifications are designed to equip students with job-specific skills that they can transfer into the workplace, boosting their employability. They are designed in close partnership with employers, thereby ensuring a competitive edge and exposure to the latest industry.

UK college diplomas such as HNDs are often more affordable than other types of courses and offer articulation pathways to Bachelor’s degrees at a range of universities. Completion of an HND is considered equivalent to the second year of a university degree in the UK. In addition, many UK FE colleges also offer higher education qualifications in direct partnership with universities.

Studying at a college is a different experience to studying at university.College class sizes are generally smaller than at university and you will probably be in more timetabled classes. A college course is a great way to prepare for independent study and learning, progressing to university later if you choose to. There are colleges located all across the UK, in big cities, small towns and rural areas.

If you would like more information about the UK’s further education offer, including locations of colleges, courses and entry requirements, please visit the following links:

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• Education, training and skills
• Teaching and leadership
• Teacher training and professional development
• Further education: initial teacher education
• Department for Education

Diploma in Teaching (Further Education and Skills) qualification framework

Updated 7 May 2024

Applies to England

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/further-education-initial-teacher-education/diploma-in-teaching-further-education-and-skills-qualification-framework

Summary    

This document provides framework guidance for awarding organisations ( AOs ) and higher education providers ( HEPs ) with degree awarding powers to develop Diploma in Teaching ( FE and Skills) ( DiT ) qualifications for teachers in the FE and Skills sector.

This framework follows from the development of the occupational standard for the Learning and Skills Teacher role. It replaces the Diploma in Education and Training ( DET ), and any differently named HEP qualifications based on the DET .

AOs and HEPs will design qualifications in line with this framework guidance so that:

• qualifications can receive public funding, where they are also specified on the list of recognised further education teacher training courses eligible for student support
• students completing the qualification are eligible for progression to Qualified Teacher Learning and Skills status

The framework guidance may also be useful to:

• employers of teachers and trainers, including colleges of further education, independent training providers, local authorities, the third sector, the military, uniformed services, young offender institutions, prison education and the probation service
• human resource managers and line managers
• staff development managers
• newly employed teachers and trainers and existing staff
• course providers and teacher educators
• union branches and their branch learning representatives
• those considering teaching as a career

The Department for Education ( DfE ) commissioned this framework. The Education and Training Foundation ( ETF ) produced it, through the ITE Forum.

A previous version of this framework was published on the ETF website. This version differs in layout and structure. However the qualification requirements are unchanged at the date of publication. Contextual information included in the previous version of this framework is on the ETF website .

Direct all enquiries about this document first to FE . ITE @education.gov.uk .

Background and context for the guidance

It is now possible to match the content and structure of FE initial teacher education ( ITE ) qualifications to what employers have said they want from successful trainee teachers. This allows the FE ITE to provide training programmes and qualifications that map onto this occupational standard.

A group of employer representatives from across the FE sector has developed the Learning and Skills Teacher occupational standard. The Institute for Apprenticeships and Technical Education has approved it. The standard specifies the expectations of a competent practitioner in the sector.

DfE commissioned ETF to produce an updated qualification framework that enables trainees to reach the standards of occupational competence set out in the Learning and Skills Teacher occupational standard. As the convening member, ETF worked with the ITE Forum to develop the framework content. The ITE Forum also includes representation from:

• awarding organisations
• funding and regulatory authorities
• other key stakeholder groups, including DfE , UCET , Ofsted and Ofqual

The ITE Forum provided proposals for this new qualification framework, which received sector input and general approval.

DfE will commission any required updates to this guidance, working with relevant sector organisations, including the ITE Forum. DfE will communicate any such changes directly to the sector through the usual channels, such as:

• FE ITE gov.uk page
• the ITE Forum
• UCET post-16 forum

AOs and HEPs will use this framework to generate qualification specifications for delivery from September 2024 (replacing the Diploma in Education and Training for all new course delivery from this date).

Providers in the further education and skills sector that will employ teachers with qualifications produced under this framework include:

• further education colleges
• adult and community education providers
• offender education
• work based learning providers
• the third or voluntary sector
• independent training organisations

The structure of the Diploma in Teaching should reflect the needs of all participating learners at each of these provider types.

Guidance for awarding organisations and higher education providers

AOs and HEPs will use this framework to create qualifications, including the elaboration of the content and any option units offered. AOs and HEPs should provide references to research and evidence they have used to justify course content.

This is a minimum level 5 award. The title of this qualification is the Diploma in Teaching (Further Education and Skills). HEPs can use alternative titles, for example:

• Certificate in Education ( CertEd ), if level 5
• Professional Graduate Certificate in Education ( PgCE ), if level 6
• Post Graduate Certificate in Education ( PGCE ), or the Postgraduate Diploma in Education ( PGDE ) if level 7

All of the above are recognised as full teaching qualifications for the sector if they comply with these guidelines.

Core knowledge and skills

Trainees must have achieved level 2 in maths and English when they start this programme. This matches the standard of those completing the Level 5 FE and Skills Learning and Skills Teacher apprenticeship. This means all trainees will have the skills to support their learners in these areas regardless of their training route. The selection and quality of trainees section of the guidance on expectations for the delivery of initial teacher education for FE has more information.

Within the qualification itself is a core unit relating to digital skills and educational technology (effective digital and online pedagogies).

Sustainability, and equality, diversity and inclusion ( EDI ), should be featured throughout the programme as embedded themes.

Study and placement hours

This framework recommends a minimum of 360 guided learning hours, and a minimum of 1200 hours total qualification time.

The placement should be at least 250 hours in duration. At least 150 hours of this should be teaching practice. Of the 150 teaching hours, at least 100 hours must be in the trainee’s subject area. The trainee should also gain experience of remote teaching. A minimum of 20 hours of live remote delivery should be included, alongside a minimum of 80 hours of face to face delivery.

The teacher trainee should gain experience in a minimum of two teaching locations. This is to ensure a breadth of teaching practice experiences. The second placement should be for at least 20 hours and should be at a different provider. If this is not possible it can include:

• teaching a different subject area with the same provider
• teaching in a different venue with the same provider

The 20 hours at the second placement are not specified as teaching hours and can be used for professional practice.

Professional practice includes activities such as:

• team meetings
• assessment meetings
• observations
• provider wide sessions – for example, continuing professional development ( CPD )

The purpose of the professional practice hours is to understand the wider responsibilities of a teacher.

Mentoring and local support

All trainees should have the support of two staff at their placement and the support of their course tutor.

The first is the subject specialist. They will be competent and teach the trainee’s subject area. This enables subject specific support. This staff member will have time to support the trainee for the recommended 30 minutes per trainee per week. Additionally, they will have time to engage in assessment, particularly of the subject specific element.

Local pastoral support mentors are for more general areas of advice and support. This mentor may support more than one trainee in the placement. This mentor will have time to support the trainee for the recommended 30 minutes per trainee per week. This mentor is expected to work with the provider on ongoing trainee progress reports. Where the placement is small and resources are limited, ITE provider staff can provide the pastoral mentoring role, if enough additional time is allocated to this role.

All centres providing the qualification will provide adequate training to placement mentors and subject specialists to ensure they can meet the needs of trainees.

From November 2023,  Cognition Learning Group  are delivering the teacher mentoring programme to improve mentoring for early career teachers in the FE sector. Providers may wish to use resources such as those developed by Cognition Learning Group to support mentors within their partnership.

Qualification delivery models

The routes of delivery section of our guidance on expectations for the delivery of initial teacher education for further education has more information.

The qualification framework

The qualification framework includes core and options units. The qualification will have 120 credits minimum. The recommended 5 core units total 90 credits at level 5.

HEPs may choose to offer part or all of the qualification at level 6 or level 7. AOs and HEPs will determine suitable option units at level 4 or above to complement the programme and enhance the trainee’s ability to achieve the occupational standards.

Suggested core units and core content

Unit 1: Teaching my subject (15 credits) includes:

• curriculum development, pedagogic content knowledge
• threshold concepts and troublesome knowledge
• required wider or prerequisite knowledge
• embedding maths and English
• ensuring and maintaining subject expertise
• sustainability in your area
• progression advice

Unit 2: Learners and learning (15 Credits) has two parts.

Part A: Learners includes:

• getting to know your learners in FE
• their journeys to FE
• range of support needs
• safeguarding or EDI
• English and maths abilities
• their wider expectations

Part B: Learning includes:

• contemporary learning theory, neuro science
• role and currency of research and evidence
• application of theory to practice
• encouraging learners to be independent and aim high

Unit 3: Teachers and teaching (15 Credits) has 2 parts.

Part A: Teachers includes:

• the role of a teacher
• what makes a good teacher
• working with and learning from other teachers
• other sources of support

Part B: Teaching includes:

• rigorous curriculum thinking
• person centred approach
• planning and delivering sessions
• developing resources to meet learner needs, individual support (including special educational needs and disabilities, and mental health)
• teacher expectations of learners including classroom management
• face to face and remote delivery
• assessment and feedback
• embedding English, maths and digital

Unit 4: Professional Practice (30 credits) has 3 parts.

Part A: Teaching practice includes:

• micro teaches
• preparation for placement
• observation of other teachers
• team and solo teaching
• curriculum planning and review
• lesson planning and adaptations
• planning and conducting assessment
• using assessment to inform planning
• assessment feedback and advice or guidance
• application of evidence based methods
• managing and supporting learners, including behaviour
• placement log

Part B: Being a professional includes:

• the occupational standards
• developing expertise
• updating and CPD
• professional responsibilities
• working with colleagues
• professional status

Part C: The FE and Skills sector includes:

• overview of FE and Skills sector
• types of programmes
• government policy
• regulations (legal and local)
• organisational and wider support

Unit 5: Effective digital and online pedagogies (15 credits) includes:

• personal digital skills
• range of educational technology
• artificial intelligence, augmented reality, virtual reality and similar technologies
• managing digital delivery

It is for AOs and HEPs to set the fine detail and phasing of these units. However the subject-specific focus of Unit 1: Teaching my subject should continue across the length of the programme. It is necessary for teachers to be aware that they have a subject specialism.

The framework has been designed so that units 2 (learners and learning) and 3 (teachers and teaching) begin alongside unit 1 but are then absorbed into unit 4 (professional practice). This is to allow considerations of both teaching and learning to be applied within the context of teaching practice.

Unit 5 (educational technology) is brought into the framework as a means of supporting and enabling professional practice.

Ultimately, trainees demonstrate that they are meeting the occupational standard in the Professional Practice unit. The other core units exist to provide the background, context, and theory underpinning their ability to demonstrate competence.

Option units

The option units available as part of these qualifications have not been prescribed. The core structure is enough to allow the acquisition and consolidation of the knowledge and skills to achieve the occupational standards. AOs and HEPs are afforded flexibility to offer optional units that allow their programmes to reflect particular emphases in certain parts of the FE sector, that allows consolidation of the relevant knowledge, skills and behaviours ( KSBs ) in particular areas.

Option units should clearly be in the realm of FE teaching and should be chosen to enhance the particular trainee’s chosen pathway within the sector.

An AO or HEP may decide to create a specialism in a particular strand of FE delivery, like English for speakers of other languages qualifications or Prison Education, and so select suitable option units with immediate relevance.

Trainees may choose to take further some of the skills developed in the core of the programme (units 1 to 5). Awarding organisations or higher education providers can also develop parameters allowing trainees to undertake action research.

Option units are separate from the core in terms of assessment and do not contribute to the final grade. This framework does not stipulate whether option units should be assessed by means of continuous or final assessment. However, trainees will have to submit evidence that they have passed 30 option unit credits to achieve the qualification.

The assessment model used for this qualification requires all trainees to pass all modules through assessment, except the Professional Practice modules. The Professional Practice modules require the candidate to:

• complete and show evidence of all their practice hours
• complete a portfolio of evidence relating to the placements and submit it to the module assessors
• participate in a final assessment involving a 30-minute oral discussion relating to any aspect of professional practice

The portfolio will demonstrate when and how the candidate has met the occupational standard in their professional practice, counter signed by their course tutor.

The oral examination should be conducted in person by two people who hold a full FE teacher qualification. These should be either:

• a DiT , or a DET if training began before September 2024
• one of the HEP qualifications listed above, in the guidance for awarding organisations and providers

One person should be from the provider. The other should either be from the placement or from the AO or HEP . They will share the questioning and agree a final result.

The final judgement will say if the trainee has or has not meet the occupational standard.

Observations

All candidates will undergo 10 observations. In the majority of these, they should teach a group of at least 10 learners. The observations:

• provide developmental feedback to the trainee on where they can improve their practice
• establish whether the trainee is teaching at the level expected in the occupational standards

It is important that the earlier observations are mostly developmental. The observations will move towards the assessment approach later on, as their competence increases.

The programme should ensure all trainees are assessed against the KSBs across their observations. The tutor should provide an observation report for the professional portfolio, saying the trainee has met the KSBs relating to teaching practice. This assessment will be confirmed in the final professional discussion element of the assessment of this Professional Practice unit.

All observations should be at least 45 minutes long. Up to two observations may be live remote delivery. One other session may also be observed remotely, but appropriate arrangements must be made for prompt feedback and discussion.

The observations should be conducted by the provider tutor, subject specialist or placement mentor. The AO or HEP can also provide observation assessment process guidance.

Recorded sessions

Recorded sessions are not suitable for formal observations. They can be used as a learning tool:

• as part of Unit 3, to enable them to see themselves teaching to reflect on how they come across
• to show their application of a particular theory or technique
• as a means of demonstrating a trainee’s ability to reflect on their performance

Entry criteria and accreditation of prior learning

Qualifications developed under this framework will be at minimum level 5, and all entrants will, as an entry requirement:

• be able to demonstrate an ability to study at level 5 (or above in the case of relevant HEP provision)
• have achieved level 2 in both maths and English

All other entry requirements are for awarding bodies to determine.

The selection and quality of trainees section of our guidance on expectations for the delivery of initial teacher education for FE has guidance on:

• entry criteria
• accreditation of prior learning for FE ITE programmes

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Relevance, flexibility and competence

No abstract available.

Corporate authors: Further Education Unit (London, England) (FEU)

Published: London, England, Further Education Unit, 1987

Resource type: Report, paper or authored book

Physical description: 59 p.

Access item: Request Item from NCVER

ISBN: 185338030X

Statement of responsibility: Further Education Unit

Document number: TD/TNC 87.1201

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Subjects: Vocational education and training Employment Teaching and learning

Keywords: Prevocational education and training Transition from education and training to employment Curriculum development

Geographic subjects: Europe Great Britain

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Reflective model according to Gibbs

Description: What happened? At this stage you are asked to describe the situation and not to make any judgements or draw conclusions. Try to be as detailed as possible, but remain descriptive.

Feelings: What were your reactions and feelings? Again you are not to analyse the situation, yet. You are asked to describe your emotional response to the situation you have experienced. Consider what you felt, how your body felt and what you did as well as how the others reacted to your actions.

Evaluation: What was good or bad about the experience? At this stage you are considering the situation and your responses more objectively to make your first value judgements. You should also consider the experience from other people’s perspective in addition to your own. This will help you understand if the situation was bad for you only, or if it was a bad experience for others, too.

Analysis: What sense can you make of the situation? What was really going on? Were different people’s experiences similar or different? Once you have considered the situation in an evaluative way, you can start to analyse it in greater detail by considering the above questions. At this stage you should also bring in ideas from outside the experience to help you. This could mean involving colleagues and peers in your reflections, but also to consult literature and theories in order to make sense of what happened.

Conclusions: What can be concluded from these experiences and the analyses you have undertaken? What can be concluded about your personal situation and your way of working? When you draw conclusions you ought to consider the general applicability as well as your specific situation. Think about what your conclusions mean for you personally, for your immediate context and then more widely for others, too.

Personal   action plan: What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learnt? In order for you to improve on your practice and learn from specific experiences you need to take this stage particularly seriously. Think about what you can do differently and how you will improve your practice. Complete a simple action plan with key pointers about what you will do and how you will decide that your practice has improved.

Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods . Further Education Unit, Oxford Brookes University, Oxford.

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Background Epidemiological research commonly investigates single exposure-outcome relationships, while children’s experiences across a variety of early lifecourse domains are intersecting. To design realistic interventions, epidemiological research should incorporate information from multiple risk exposure domains to assess effect on health outcomes. In this paper we identify exposures across five pre-hypothesised childhood domains and explored their association to the odds of combined obesity and hypertension in adulthood.

Methods We used data from 17,196 participants in the 1970 British Cohort Study. The outcome was obesity (BMI of ≥30) and hypertension (blood pressure>140/90mm Hg or self-reported doctor’s diagnosis) comorbidity at age 46. Early life domains included: ‘prenatal, antenatal, neonatal and birth’, ‘developmental attributes and behaviour’, ‘child education and academic ability’, ‘socioeconomic factors’ and ‘parental and family environment’. Stepwise backward elimination selected variables for inclusion for each domain. Predicted risk scores of combined obesity and hypertension for each cohort member within each domain were calculated. Logistic regression investigated the association between domain-specific risk scores and odds of obesity-hypertension, controlling for demographic factors and other domains.

Results Adjusting for demographic confounders, all domains were associated with odds of obesity-hypertension. Including all domains in the same model, higher predicted risk values across the five domains remained associated with increased odds of obesity-hypertension comorbidity, with the strongest associations to the parental and family environment domain (OR1.11 95%CI 1.05-1.18) and the socioeconomic factors domain (OR1.11 95%CI 1.05-1.17).

Conclusions Targeted prevention interventions aimed at population groups with shared early-life characteristics could have an impact on obesity-hypertension prevalence which are known risk factors for further morbidity including cardiovascular disease.

Competing Interest Statement

R.O. is a member of the National Institute for Health and Care Excellence (NICE) Technology Appraisal Committee, member of the NICE Decision Support Unit (DSU), and associate member of the NICE Technical Support Unit (TSU). She has served as a paid consultant to the pharmaceutical industry and international reimbursement agencies, providing unrelated methodological advice. She reports teaching fees from the Association of British Pharmaceutical Industry (ABPI). R.H. is a member of the Scientific Board of the Smith Institute for Industrial Mathematics and System Engineering.

Funding Statement

This work is part of the multidisciplinary ecosystem to study lifecourse determinants and prevention of early-onset burdensome multimorbidity (MELD-B) project which is supported by the National Institute for Health Research (NIHR203988). The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

Ethics approval for this work has been obtained from the University of Southampton Faculty of Medicine Ethics committee (ERGO II Reference 66810).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability Statement

The BCS70 datasets generated and analysed in the current study are available from the UK Data Archive repository (available here: http://www.cls.ioe.ac.uk/page.aspx?&sitesectionid=795 ).

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