Source · Select Committees · Education Committee
Third Report - The future of post-16 qualifications
Education Committee
HC 55
Published 28 April 2023
Recommendations
10
Rejected
Para 45
Publish fast-tracked destination data for the first cohort of T Level students
Recommendation
The Department must publish data on the education, apprenticeship, and employment destinations for the first cohort of T Level students at the earliest opportunity. While Department destination measures are usually published two years following the completion of 16–18 study, we …
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Government Response Summary
The government rejects fast-tracking destination data for T Level students, stating it is not possible due to the complex data matching process required, which would result in incomplete information. They confirm that data is already made available at the earliest opportunity, with the first cohort's survey findings due in late 2023/early 2024.
Department for Education
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28
Accepted
Para 102
Address urgent concerns regarding T Level dropout rates, accessibility, employer interest, and regional availability.
Recommendation
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 …
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Government Response Summary
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
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46
Accepted
Para 187
Young people require key mathematical skills for modern world employment
Recommendation
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 Summary
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
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47
Deferred
Para 188
Create numeracy qualification for students missing Level 4 GCSE Mathematics grades
Recommendation
An A level maths qualification will evidently not be appropriate for all students. A level 3 core maths qualification provides applied, real-world maths skills, including financial skills, and we believe that more students should have the opportunity to study this …
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Government Response Summary
The government is convening an expert advisory group and commissioning research to advise on essential maths knowledge and skills for young people, including financial literacy, as part of a broader 'Maths to 18' mission.
Department for Education
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Conclusions (46)
1
Conclusion
Accepted
Para 23
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 Summary
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 increasing access and addressing skills shortages.
2
Conclusion
Deferred
The Department must set an ambitious target for at least three-quarters of young people to be qualified to level 3 by 2030. Within this target there should be a concentrated effort to ensure that skills for the future economy and the skillsets required to meet the net zero and nature …
Government Response Summary
The government's response describes existing work by the Institute for Apprenticeships and Technical Education and the National Careers Service to provide information and guidance on T-Level progression opportunities. It does not address the recommendation to set an ambitious target for Level 3 qualifications by 2030.
3
Conclusion
Acknowledged
Para 38
We strongly welcome the aspiration for T Levels to be a rigorous and ambitious new qualification which will level up our technical education system. T Levels have been developed alongside 250 employers and offer a prestigious, high-quality route for students to gain the skills needed by employers and the economy.
Government Response Summary
The government acknowledges the committee's positive assessment of T Levels, affirming they are central to Level 3 reforms, high-quality, employer-led, and include valuable industry placements.
4
Conclusion
Accepted
Para 39
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 Summary
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 higher education.
5
Conclusion
Accepted
Para 40
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 Summary
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 raise awareness and clarify progression routes.
6
Conclusion
Accepted in Part
Para 41
We have heard that some universities are requiring an A level alongside a T Level for entry onto degree programmes. Department guidance on whether an A level can feasibly be studied alongside a T Level appears inconsistent, and the Department must clearly set out its position on this. The Department …
Government Response Summary
The government clarified its unchanged position on A Levels being taken alongside T Levels, stating it supports students doing so. It has written to universities to raise awareness of T Levels and encourage transparent entry requirements, and will continue to work with the HE sector to explain qualification overlap, but did not commit to ensuring universities do not specify unreasonable entry requirements.
7
Conclusion
Deferred
Para 42
The Department must work with the Institute for Apprenticeships and Technical Education to clearly map and publish progression opportunities for T Level students. 48 The future of post-16 qualifications This will help reduce uncertainty among students, parents and employers, and will demonstrate how T Levels can provide a springboard to …
Government Response Summary
The government's response explains that it is not possible to fast-track the publication of T-Level destination data due to the process of matching with other data sources. It confirms findings from the first cohort's destinations will be published in late 2023/early 2024. It does not address the recommendation to map and publish progression opportunities for T-Level students.
8
Conclusion
Accepted
Para 43
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 Summary
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 new alignment efforts like bridging courses.
9
Conclusion
Accepted
Para 44
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 Summary
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 routes on occupational maps. They will continue to scope further activities.
11
Conclusion
Accepted
Para 53
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 Summary
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.
12
Conclusion
Accepted
Para 56
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 Summary
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 Qualification, enabling students with partial achievement to access Higher Education courses from summer 2023.
13
Conclusion
Deferred
Para 57
The Department must consider the case for micro-accreditation for T Level learners who for whatever reason do not complete their full programme of study. Allowing some form of credentialling for partially completed T Levels would encourage more learners to take them up and allow those who do drop out to …
Government Response Summary
The government's response outlines ongoing awareness campaigns for T-Levels, efforts to develop industry placements, and funding provided to the Careers & Enterprise Company. It does not address the recommendation to consider micro-accreditation or credentialing for partially completed T-Levels.
14
Conclusion
Acknowledged
Too many learners on the T Level Transition Programme do not progress on to a T Level. The reasons for this are unclear. Only 14% of the first Transition Programme cohort actually progressed to a T Level, and just under half (49%) were able to progress to a level 3 …
Government Response Summary
The government acknowledges the T Level Transition Programme is new and states it is working with providers to better understand early progression outcomes and support more learners. They plan to review progression expectations as the programme matures and are reviewing options for recognising attainment for those who do not progress to a full T Level.
15
Conclusion
Acknowledged
Para 64
The Department must work with providers to review the Transition Programme to determine why so few learners progress onto the full T Level. We would expect an effectively functioning Transition Programme to support at least half of learners to progress to the full T Level, with virtually all Transition Programme …
Government Response Summary
The government states it is working with providers to better understand early progression outcomes and support learners onto T Levels. They will review expectations and expect the Transition Programme to evolve, and are currently reviewing options to recognise attainment for students who do not progress to a full T Level.
16
Conclusion
Accepted
Para 65
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 Summary
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 in-depth analysis in 2024, and will continue to track longer-term outcomes.
17
Conclusion
Accepted
Para 66
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 Summary
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 likelihood of dropping out of T Levels as the programme matures.
18
Conclusion
Accepted
Para 72
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 Summary
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 among young people, parents, and employers as a result of their current efforts.
19
Conclusion
Accepted
Para 73
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 Summary
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.
20
Conclusion
Accepted
Para 74
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 Summary
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.
21
Conclusion
Acknowledged
Para 75
The Department must monitor the success of its T Level marketing and communications strategy through the publication of annual statistics—at both national and regional level—on T Level awareness among young people and employers.
Government Response Summary
The government states it continually evaluates its marketing campaigns and its 2022 research showed increased T Level awareness among target groups. It will continue to monitor impact and inform future activity, with a focus on regional variances, without explicitly committing to annual publication of national and regional statistics.
22
Conclusion
Accepted
Para 76
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 Summary
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.
23
Conclusion
Acknowledged
Regional variation in economic activity remains a significant obstacle to the success of T Levels. Evidence to our inquiry described T Levels as “a city-centric initiative”, and “the ‘urban qualification’ “. There is a risk that young people living in or near more affluent urban areas with access to a …
Government Response Summary
The government aims for equitable access to T Levels, stating they are available in every region and will be rolled out across the country by 2025. It monitors regional uptake and will ensure marketing strategies address specific regional challenges and promote T Levels in rural, coastal, and disadvantaged areas.
24
Conclusion
Accepted
Para 89
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 Summary
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 demand and has commissioned a learner survey.
25
Conclusion
Para 90
The Department must publish forecasts on potential industry placement demands and shortfalls as soon as possible, at both national and regional level.
26
Conclusion
Para 91
Scaling up T Level placements could have inadvertent negative consequences for other parts of the skills agenda by reducing employers’ willingness to continue with existing programmes such as apprenticeships, and supported internships which also require placements. The Department must convene an employer-led industry placement taskforce, with particular emphasis on incorporating …
27
Conclusion
Accepted
Para 101
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 Summary
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.
29
Conclusion
Accepted in Part
Para 103
The Department must closely monitor how learner satisfaction, attainment and progression for those undertaking hybrid T Level placements compares with those undertaking fully in-person placements. Evaluations on this should be published annually.
Government Response Summary
The government states its Technical Education Learner Survey is tracking T Level cohorts and will publish findings from the first cohort in late 2023/early 2024. It also plans to evaluate all placement delivery approaches, including hybrid models, and continually monitors them, but does not explicitly commit to annual comparative publication.
30
Conclusion
Rejected
Up until July 2022, employers could claim £1,000 for every T Level industry placement. The Department must reinstate this incentive for small and medium enterprises, and microbusinesses, in order to facilitate their participation with T Levels. (Paragraph 104) The future of post-16 qualifications 51 Applied General Qualifications
Government Response Summary
The government explicitly rejects reinstating the employer incentive fund, stating it was a short-term COVID-19 response and not a sustainable model. Instead, it highlights the recently launched £12m Employer Support Fund designed to compensate employers for placement costs.
31
Conclusion
Rejected
Para 135
We welcome the Department’s ambition to simplify and declutter the post-16 landscape by tackling the 5,000 plus qualifications at level 3 and below with low or no enrolments. This will create a system that is clearer and easier to navigate, giving learners and employers confidence that qualifications are rigorous and …
Government Response Summary
The government explains the rationale behind its post-16 education reforms, stating it has already streamlined qualifications and removed funding from courses overlapping with T Levels. It expresses confidence that these reforms will increase outcomes and provide necessary skills, thus rejecting the concern that they risk narrowing opportunities.
32
Conclusion
Not Addressed
Para 136
We are disappointed that the Department’s equalities impact assessment identifies that students with special educational needs and disabilities, Asian ethnic groups, students from disadvantaged backgrounds, and males are disproportionately likely to be affected by the Department’s qualification reforms. The Department’s ‘expectation’ that its reforms will be “generally positive” for these …
Government Response Summary
The government defends its Level 3 qualification reforms by highlighting issues with existing qualifications, such as low enrolments, lack of employer standards alignment, and poor progression to related occupations or university outcomes, particularly for BTEC students. It does not directly address the committee's specific concerns regarding the inadequacy of its equalities impact assessment.
33
Conclusion
Not Addressed
Para 137
The Department’s equalities impact assessment identifies that some students with protected characteristics may be disadvantaged by the reforms as they may no longer be able to progress to a level 3 qualification. We heard that this could result in a rise in 16–18 year olds who are NEET (not in …
Government Response Summary
The government justified its reforms to Level 3 qualifications, citing low enrolments in existing programs and better university outcomes for A Levels compared to BTECs. It did not address the committee's concern about the unclear number of students who might be disadvantaged by the reforms or the specific equality impact.
34
Conclusion
Rejected
Para 138
T Levels are a rigorous technical qualification which will offer the ideal pathway for many students, but they will not be the right choice for all learners. Applied General Qualifications serve a distinct and different purpose to T Levels, and play an important role in promoting social mobility by widening …
Government Response Summary
The government rejected the committee's view on the distinct purpose and social mobility role of Applied General Qualifications. It stated that many existing qualifications have low enrolments, are not employer-led, and are less effective than A Levels for university progression, reiterating its commitment to reforms.
35
Conclusion
Accepted
Para 139
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 Summary
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 providers with interested employers.
36
Conclusion
Rejected
Para 140
The ability of businesses to offer sufficient, high-quality industry placements, and a clear track record of T Level success as well as evidenced improvement in equalities outcomes, should be prerequisites to scrapping further Applied General Qualifications on the basis of ‘overlap’.
Government Response Summary
The government rejected the idea of making employer placement success and improved equality outcomes prerequisites for scrapping further Applied General Qualifications. It instead detailed ongoing initiatives, including a £12m employer support fund and new services, aimed at strengthening T Level placements and ensuring their success.
37
Conclusion
Rejected
The Department must place a moratorium on defunding Applied General Qualifications. Tried and tested Applied General Qualifications should only be withdrawn as and when there is a robust evidence base proving that T Levels are demonstrably more effective in preparing students for progression, meeting industry needs and promoting social mobility. …
Government Response Summary
The government rejected the recommendation to place a moratorium on defunding Applied General Qualifications. It reiterated its rationale for reforming Level 3 qualifications, stating that many existing programs have low enrolments, are not employer-led, and are less effective than A Levels for university progression.
38
Conclusion
Accepted
Para 155
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 Summary
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 for apprenticeships alongside degrees from 2024, removing limits for SME apprentices, and increasing the care leavers bursary from £1,000 to £3,000.
39
Conclusion
Accepted in Part
Para 156
The Department must set out how it will address the long-term decline in apprenticeship starts among young people, and ensure apprenticeships are the gold-standard ‘earn and learn’ option for school and college leavers. The Department must commission an independent review to examine possible mechanisms to achieve this, for example, considering …
Government Response Summary
The government outlined its plan to address the decline in young people's apprenticeship starts through existing and new initiatives, but rejected the call for an independent review into levy reform, stating it currently has no plans to reform the apprenticeship levy.
40
Conclusion
Accepted in Part
Subject to positive evaluation, the Department must expand the flexi-job apprenticeship scheme with an ambition to support 5,000 apprentices on the scheme by 2025. The Department must maintain a particular focus on supporting small and medium- sized enterprises (SMEs) to share apprentices. This will help ease pressure on SMEs by …
Government Response Summary
The government committed to evaluating the Flexi-Job Apprenticeship Agencies pilot this Autumn to explore future support for the scheme, but did not commit to the ambition of 5,000 apprentices by 2025. It accepted the recommendation to continue working closely with stakeholders to ensure fair pay and conditions, citing an increased apprentice minimum wage and a new Apprentice Support Centre.
41
Conclusion
Rejected
Para 165
The IB Careers Programme (IBCP) is a broad and flexible post-16 qualification, enabling students to acquire a valuable blend of academic, vocational and employability skills. The IBCP prepares students effectively for a range of progression opportunities. A destinations survey for the 2019 IBCP cohort showed that 56% of students had …
Government Response Summary
The government rejects the committee's assertion, stating it has not said it will withdraw funding for the IB Career Related Programme (CRP). It clarifies that it will continue to fund the IB Diploma and explains how different components of the CRP could still be approved for funding if they meet published criteria.
42
Conclusion
Rejected
Para 166
The Department must revisit its decision to withdraw funding for the IB Careers Programme. It should continue to fund this rigorous and accessible qualification, or provide evidence that any replacement will generate improved outcomes.
Government Response Summary
The government rejected the premise of the recommendation by stating it has not decided to withdraw funding for the IB Careers Programme. It clarified that components of the programme could continue to be funded if they meet new qualification criteria for alternative academic qualifications.
43
Conclusion
Rejected
Para 178
Whereas many other countries insist on students covering a broad and balanced curriculum up to age 18, England is an international outlier in the narrowness of its upper secondary education. The average number of A levels taken by a student is just 2.67, and T Levels, the new technical qualification, …
Government Response Summary
The government rejects the premise of narrow post-16 education, stating it is already delivering reforms for a breadth of high-quality options, including A Levels, T Levels (with scope for an additional A level), and apprenticeships. It also highlights the Prime Minister's mission for all young people to study maths to age 18.
44
Conclusion
Rejected
Para 179
A baccalaureate model offers a broad and ambitious curriculum, enabling students to develop skills and knowledge across a wide range of disciplines. It also places important emphasis on holistic, extracurricular learning. Whilst there is little appetite for a major system change in this space, there needs to be proper research …
Government Response Summary
The government rejected the recommendation to establish an independent expert panel to review a baccalaureate model, stating it is already delivering reforms to ensure high-quality options and defending its current post-16 specialisation approach. It also rejected a wholesale review of 16-19 funding, stating it would continue to keep funding under review and highlighted existing support for disadvantaged students.
45
Conclusion
Accepted
Para 186
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 Summary
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 within the post-16 education system.
48
Conclusion
Accepted
Para 189
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 Summary
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.
49
Conclusion
Accepted
Para 190
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 Summary
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.
50
Conclusion
Deferred
Consideration should be given to how focused qualifications in practical numeracy and financial skills could be used to broaden the reach of this initiative and ensure that a wide variety of students can benefit from further study of mathematical skills in context. (Paragraph 191) 54 The future of post-16 qualifications
Government Response Summary
The government is convening an expert advisory group as part of its Maths to 18 mission to advise on essential maths knowledge and skills, with its scope including consideration of financial literacy for young people.