The Growing Concern Over Post-16 Education Pathways
A growing concern is emerging among education and employer groups about the potential impact of government policies on post-16 education. A recent report highlights that tens of thousands of students could face a “qualifications gap” if funding for certain vocational qualifications is reduced or withdrawn. This issue has raised alarms about the future pathways available to young people, especially in areas where technical courses may not be widely adopted.
The report, led by the Protect Student Choice campaign, warns that limiting student choices for post-16 qualifications could reverse progress in expanding access to higher education. It also suggests that this could result in more young people being left without employment opportunities. The coalition, which includes organizations representing students and staff in schools and colleges, is urging the curriculum and assessment review to reconsider the ban on applied general qualifications (AGQs) and extended diplomas within T-level areas.
AGQs are Level 3 qualifications that provide students with a broad study of specific vocational areas. These include BTecs, which have been essential for many students aiming to pursue further education or skilled employment. In December, the Labour Government announced that 157 vocational qualifications, previously planned for removal by the previous administration, would remain funded until they can be reformed. This decision aims to ensure stability for students and institutions during the transition period.
Following a review of Level 3 qualifications that overlap with T-levels, the government has decided to fund 57 qualifications in digital, construction, and health and science until July 2026. An additional 100 qualifications in engineering, agriculture, business, and creative fields will retain their funding until July 2027. These decisions reflect an effort to maintain a diverse range of educational options for students.
T-level courses, which are considered equivalent to three A-levels, were first introduced in 2020 in England and are being rolled out gradually. However, Department for Education (DfE) guidance published in February outlines plans to remove funding from “large qualifications” in various T-level subject areas in the future. This has sparked concerns about the long-term implications for students and educational institutions.
An analysis by the Protect Student Choice campaign indicates that removing funding for AGQs in health and science could lead to 52,000 fewer students studying these subjects each year. Similarly, nearly 11,000 fewer students might opt for digital courses annually. The report also highlights that over 200,000 students are currently enrolled in AGQs that are either being phased out or have an uncertain future. This uncertainty makes it challenging for colleges and schools to plan their curricula, recruit staff, and provide guidance to younger pupils.
The report warns that the government’s blanket ban on diplomas and extended diplomas could create a significant qualifications gap, leaving many students without suitable pathways. Gareth Snell, a Labour MP and chairman of the All-Party Parliamentary Group on Sixth Form Education, emphasizes the importance of AGQs in helping students progress to higher education or skilled employment. He argues that limiting qualification choices to T-levels could leave some young people without viable options at age 16 and hinder employers from finding the skilled workforce they need.
Professor Martin Green, chief executive of Care England, underscores the value of qualifications like the diploma and extended diploma in health and social care. These qualifications are seen as a crucial pathway for introducing younger people to careers in social care. Scrapping them could worsen the workforce crisis in the care sector, particularly for younger populations.
Anne Murdoch, a college leadership adviser at the Association of School and College Leaders (ASCL), urges the government to retain these popular and valued applied general qualifications. While supporting the introduction of T-levels, she questions why other well-established vocational qualifications must be sacrificed. At a time when more young people are not in education, employment, or training, providing a range of post-16 pathways is essential to avoid narrowing options and exacerbating existing challenges.
A DfE spokeswoman emphasized the department’s commitment to building a skills system that drives opportunity and supports economic growth. T-levels are positioned as a key component of the technical education offer, alongside newly reformed qualifications set to be available in the next academic year. These qualifications are designed to align with occupational standards and provide clear pathways to higher education or skilled employment. The DfE will soon outline further plans for reforming Level 3 qualifications, informed by an independent curriculum and assessment review.