Recommendations & Conclusions
22 items
1
Conclusion
Third Report - The future of post-16 qu…
Accepted
In 2021, 62% of young people in England had gained a level 3 qualification by age 19, the highest proportion on record. However, with almost 40% of young people not qualified to this level, the nation’s ability to tackle skills shortages and address productivity challenges is impeded.
Government response. The government acknowledges the importance of Level 3 qualifications and details several existing initiatives, such as the Free Courses for Jobs offer, T Levels, and the legal entitlement to a first full Level 3 qualification for 19–23 year-olds, aimed at …
Department for Education
4
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department’s narrative around T Levels has shifted from early emphasis on skilled employment as the qualification’s primary outcome. We have heard that this has added complexity for stakeholders. However, we fully support the Department’s decision to award T Levels UCAS points, which will enable students to keep their progression …
Government response. The government notes the committee's interest in T Levels and outlines ongoing work with stakeholders to raise awareness and ensure clarity on progression opportunities. It confirms the agreed UCAS tariff allocation for T Levels, which will support student access to …
Department for Education
5
Conclusion
Third Report - The future of post-16 qu…
Accepted
There remains some uncertainty around progression options for T Level students. For example, we heard that T Level students are unlikely to have acquired the occupational competency and experience needed to begin a level 4 apprenticeship. While Higher Technical Qualifications (HTQs) will offer an important progression route for T Level …
Government response. The government states that progression from T Levels has been a focus, highlighting existing work by IfATE on progression profiles and the promotion of HTQs as a suitable route. It also mentions ongoing work with partners and cross-government campaigns to …
Department for Education
8
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department must work with the sector to align T Levels with level 4 apprenticeships, for example, developing a bridging course that enables T Level learners to move onto a level 4 apprenticeship.
Government response. The government states that T Levels already align well with Level 4 apprenticeships, being based on the same occupational standards. It notes they provide excellent preparation, and prior learning from a T Level can reduce apprenticeship duration, without committing to …
Department for Education
9
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department must set out how it will incentivise progression from T Levels onto Higher Technical Qualifications, particularly given the key strategic role qualifications at level 4 and 5 play in meeting the nation’s skills needs.
Government response. The government agrees on the importance of Level 4 and 5 qualifications and is incentivising progression through the introduction and promotion of Higher Technical Qualifications (HTQs) via cross-government campaigns, working with external partners for career guidance, and ensuring clear progression …
Department for Education
11
Conclusion
Third Report - The future of post-16 qu…
Accepted
T Levels are a rigorous qualification, and this is key to ensuring they equip students with the gold-standard technical skills required by employers and the economy. Nonetheless, we do not think that there is yet the right balance of rigour and accessibility. Early evidence indicates that schools and colleges are …
Government response. The government highlights its ongoing development of the T Level Transition Programme to support access for young people and notes positive outcomes, with over 92% of T Level learners achieving a 'Pass' or above.
Department for Education
12
Conclusion
Third Report - The future of post-16 qu…
Accepted
T Levels offer no pathway to a lower level of qualification for students who might otherwise drop out completely. This makes it a high-risk option for students, particularly in comparison to existing post-16 options such as A levels or Applied General Qualifications, where a learner can drop a subject, or …
Government response. The government acknowledges the concern about T Level students who do not complete the full programme and states existing Statements of Achievement recognise partial attainment. Furthermore, they have agreed with UCAS on tariff allocations for separate elements of the Technical …
Department for Education
16
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department must publish annual statistics on the conversion rate from the Transition Programme onto the full T Level, providing a breakdown of what level of study learners move onto, and whether any drop out of education altogether.
Government response. The government intends to publish data on the destinations of T Level Transition Programme students, including progression rates and drop-out data. They plan to publish early headline data for the 2021/22 academic year by the end of 2023, with more …
Department for Education
17
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department must publish data on the Transition Programme and T Level drop- out rate, broken down by key student characteristics. This should track whether students who took the Transition Programme have increased likelihood of dropping out of the T Level.
Government response. The government currently publishes T Level achievement and retention data by student characteristics. It intends to publish drop-out rates for the T Level Transition Programme, including breakdowns by student characteristics, and will analyze whether Transition Programme students have an increased …
Department for Education
18
Conclusion
Third Report - The future of post-16 qu…
Accepted
Although the Department has invested in communications and marketing to promote T Levels, we heard that its efforts fall short of what is needed to effectively raise local and national awareness of T Levels among employers, students and parents. Indeed, the Chief Executive of NCFE told us that “the odd …
Government response. The government defends its existing robust marketing and communications strategy for T Levels, stating it continuously reviews and adapts campaigns with increasing investment. They provide details of multi-channel advertising, digital content, and direct communications, citing research that shows increased awareness …
Department for Education
19
Conclusion
Third Report - The future of post-16 qu…
Accepted
Recognition of T Levels remains low. If unaddressed, this will impede the success of T Levels. A 2021 Department survey showed that just under a quarter (24%) of employers were aware of T Levels. Other research indicates that 63% of young people had not heard of T Levels. Within this, …
Government response. The government states it has a robust, continually reviewed marketing and communications strategy in place, has increased investment, and campaign research shows increased T Level awareness. It commits to continue working with partners, focusing on regional variances.
Department for Education
20
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department must improve recognition of T Levels among students, parents and employers through a T Level awareness campaign that raises the profile of the new qualification at both a national and local level.
Government response. The government outlines its existing robust, multi-channel marketing and communications strategy already in place to raise T Level awareness, citing increased awareness metrics from its 2022 campaign. It states it will continue these efforts, focusing on regional variances.
Department for Education
22
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department must work with small and medium-sized businesses as well as with the network of careers hubs supported by the Careers and Enterprise Company to promote T Levels to a wider audience.
Government response. The government details its existing multi-channel communications strategy targeting employers, schools, colleges, and careers advisors, including direct emails and resources provided through the Careers and Enterprise Company. It also mentions the Employer Engagement Programme to help providers work with employers.
Department for Education
24
Conclusion
Third Report - The future of post-16 qu…
Accepted
The Department has not published its own forecast of the number of industry placements that might be required once T Levels are fully rolled out. A clear acknowledgement of the scale of the challenge is needed, particularly as we have heard that the numbers of T Level placements required could …
Government response. The government states it has previously published industry placement demand estimates and is committed to ensuring sufficient high-quality placements, citing £181 million in capital funding, the Employer Support Fund, and the Employer Engagement Programme. It also continually monitors supply and …
Department for Education
27
Conclusion
Third Report - The future of post-16 qu…
Accepted
We welcome the Department’s introduction of a hybrid model for T Level placements in certain subjects. This could help reduce the travel burden for students, and widen access to placements. It also reflects the preferences of some employers who called for greater placement flexibility to match the increased uptake of …
Government response. The government plans to evaluate all placement delivery approaches, including hybrid/remote working, to understand their usage and placement quality. It also commits to continually monitoring all delivery models to ensure program needs are met.
Department for Education
28
Recommendation
Third Report - The future of post-16 qu…
Accepted
The evidence we have so far from the roll out of T Levels reveals major concerns that must be addressed as the programme moves forward. Around one-fifth of the first T Level cohort are estimated to have dropped out. Concerns have been raised that T Levels are less accessible and …
Government response. The government highlights positive T-Level feedback and ongoing efforts, including developing a T-Level Transition Programme for access, implementing partial attainment recognition for non-completers from Summer 2023, and existing disadvantage funding for supporting disadvantaged students and those with SEND.
Department for Education
35
Conclusion
Third Report - The future of post-16 qu…
Accepted
We have been told that demand for T level placements could reach up to 250,000 placements. The Department’s own research has concerningly identified that fewer employers were interested in providing T Level placements in 2021 than in 2019 (30% vs. 36%). And almost two-thirds (63%) of employers were currently not …
Government response. The government acknowledged concerns about T Level placements and outlined several initiatives to address this, including a £12m employer support fund for the 2023/24 financial year, a dedicated employer support website, and a service launched in November 2022 to connect …
Department for Education
38
Conclusion
Third Report - The future of post-16 qu…
Accepted
The 19% increase in apprenticeship starts among under-19s between 2020/21 and 2021/22 is a positive step forward. However, all too often older, more highly qualified workers are being prioritised for apprenticeships at the expense of young people trying to get their foot on the first rung of the careers ladder. …
Government response. The government accepted the importance of apprenticeships for young people and detailed several ongoing and new initiatives to increase their access. These include the £3.2m Apprenticeship Support and Knowledge (ASK) programme, a Career Starter Apprenticeships campaign, allowing students to apply …
Department for Education
45
Conclusion
Third Report - The future of post-16 qu…
Accepted
There is a strong case for improving young people’s mathematical and problem- solving skills. The Government’s proposal to introduce compulsory maths up to 18 is a welcome and ambitious pledge. England is an international outlier in not requiring the study of maths up to 18. There is rising demand from …
Government response. The government reiterates the Prime Minister's mission for all young people to study maths to age 18 to boost numeracy skills. It confirms it has already convened an expert advisory group to advise on the appropriate maths content and implementation …
Department for Education
46
Recommendation
Third Report - The future of post-16 qu…
Accepted
Young people should be leaving compulsory education equipped with a portfolio of key mathematical skills such as numeracy, data analysis, financial literacy and statistical reasoning that they will need for the modern world.
Government response. The government will convene an expert advisory group, review maths content in apprenticeships, and commission international research to define the essential mathematical skills young people need for the modern world, including financial literacy.
Department for Education
48
Conclusion
Third Report - The future of post-16 qu…
Accepted
As part of the introduction of compulsory maths up to 18, the Department must convene an independent expert advisory panel to undertake an evidence-based assessment of any changes required to ensure curricula for post-16 maths delivers the practical and applied mathematical skills needed by students, employers and the economy. This …
Government response. The government states it has already convened an expert advisory group, including individuals from education and business, to advise on post-16 maths content and qualifications for all young people studying maths to age 18.
Department for Education
49
Conclusion
Third Report - The future of post-16 qu…
Accepted
There are a number of challenges to be addressed prior to the delivery of this important reform. These include tackling recruitment and retention of specialist maths teachers, and building a stronger foundation of numeracy and mathematical skills and knowledge at GCSE and below. Addressing these issues is a pre-requisite to …
Government response. The government outlines plans to address maths teacher recruitment and retention, including a new fully funded National Professional Qualification for primary maths leaders, an updated Targeted Support Fund, and expanding the Taking Teaching Further programme and Maths Hubs.
Department for Education