Much outreach work described in Access and Participation Plans (APPs) is still focussed on a model of raising aspirations and awareness regarding HE opportunities, whereas outcomes are more likely to be delivered if clear progression pathways to professional status are promoted and provided. It is now time that higher education (HE) reflects on what should be considered for inclusion in APPs in respect of skills, technical education, apprenticeships and adult learning provision. A key question for every HE provider is how their Access and Participation Plan should be developed and delivered in a post Covid-19 economy, in particular how they should maximise opportunities for underrepresented groups to access and benefit from HE through technical education including higher and degree apprenticeships. The pandemic has had a harsher impact on some groups. While it may be too early to draw definitive conclusions, certain occupations and sectors are more adversely affected than others as are some localities. Individuals in occupations with lower-level skills and those under 30 are particularly adversely affected. Employers and Westminster Government will expect HEIs to have a fundamental role, often in partnership with FE providers, in delivering the skills those newly entering and those already in the workforce need in a post pandemic recovery. HE providers need to ensure approaches to skills provision focus on the needs of the national and local economies, engage learners from all backgrounds and all ages. The key approach here is flexibility. This does not just mean bite-sized provision, but also more transparent opportunities for learners to access HE with recognition of their prior learning, building on the required practice of Recognition of Prior Learning (RPL) and more effective use of Cert HE and Dip HE exit qualifications. The Skills for Jobs: Lifelong Learning for Opportunity and Growth White Paper outlines such a direction of travel along with plans to develop a world-class technical education system in which HE will have a key role to play in the development, delivery and accreditation of technical, associate professional and professional education. This will call for a more enhanced form of partnership between further and higher education. An employer seeking to train and develop new and/or existing employees wants a skills solution, rather than just an FE or HE programme. Individuals want the skills needed in the jobs market whether it is provided by an FE or HE provider. Crucially, however, individuals following skills programme in FE need to have the right opportunities to progress to HE delivered by and HE provider or a further education college or independent training provider. Approaches to skills, workforce development and continuing professional development (CPD) need to be combined with approaches to access and participation.