Qualifications Reform Review

Nusrat Ghani Excerpts

Thursday 12th December 2024 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Janet Daby)]

With permission, Madam Deputy Speaker, I will now make a statement on the outcomes of the review of qualifications reform at level 3.

The priority for this Government is to build a skills system that will drive forward opportunity and deliver the growth that our economy needs. The post-16 skills system in England that we inherited from the previous Government fails both of those tests. In particular, the qualifications landscape is too confusing and fails to provide the clear routes to success that is needed by learners and employers. We heard strong arguments that the previous Government’s plans to remove level 3 qualifications and to limit the flexibility for schools and colleges meant that they risked leaving students with too little choice and too few opportunities.

This year, we have paused the defunding of qualifications and have undertaken a review of the qualifications that are set to have their funding removed, to see where we need to retain alternative qualifications, such as applied general qualifications or BTECs, and to consider how long we need to keep them in place. We undertook extensive stakeholder engagement, delving into the detail of qualifications with employer representative bodies, colleges, practitioners, awarding organisations and industry experts.

We recognise that certainty is very important to education providers, to students and to their parents and guardians. I reassure the House that our decisions make the position clear up to 2027. We are clear that students deserve high-quality qualifications that meet their needs, and that we must continue to develop and improve qualifications, so that they provide for the needs of students and employers.

The curriculum and assessment review will take a view on qualifications in the long term, as part of its wider consideration of how we prepare all young people for life and work, but there are some areas where we need to act in advance of its recommendations. The first change that we will make is that we will not tell providers and students which types of qualifications they can and cannot mix together. It should be for colleges and sixth forms to work with students, employers, mayors and higher education to devise the best mix for each individual and deliver the skilled young people that their local economy needs.

We will therefore not be applying the previously proposed rules of combination. There are a confusing number of qualifications in the system, and through this review, we have already identified more than 200 qualifications with low or no enrolments. We will remove funding from these in line with already published dates. This gives students and employers a simpler range of qualifications to choose from.

T-levels provide an excellent qualification option, which should be available to more learners. We introduced three new T-levels this September, and a further T-level in marketing is to be introduced from September 2025. It was fantastic to see the energy generated by this year’s T-levels Week, which highlighted the huge benefits that young people are gaining from T-levels, and their enthusiasm for the qualification. The unique industry placement aspect of T-levels is a real draw for students and is all too often not offered by other qualifications.

We have recently introduced new flexibilities to support industry placement delivery, to enable more young people to benefit from the opportunities that T-levels provide. It follows, therefore, that where learners wish to study a large qualification in a T-level route, the T-level should be the main option for them. We have moved away from blanket restrictions, such as automatically defunding any qualification that overlaps with a T-level. Instead, we have taken a practical, evidence–led approach, looking at the qualifications route by route. This will ensure that we can be confident that students have high-level choices.

On this basis, we have concluded that we will not proceed with defunding qualifications on published lists in agriculture, environment and animal care; legal, finance and accounting; business and administration; and creative and design before 2027. Following our review, we will retain funding for 157 qualifications that were due to be defunded by 31 July 2025.

In engineering and manufacturing, we will keep funding for the qualifications that were previously identified for defunding until 2027. This will allow time to update the occupational standards that are designed by employers and that underpin this large and complex route, and to establish new qualifications that meet the needs of learners, providers and employers.

In the digital sector, we are working with the T-level awarding organisation to make assessments more manageable, and plan to have the necessary changes in place for the next academic year. We are also making T-level placements more flexible, expanding the option for remote learning. This will be particularly important in the digital route. We will keep funding for the six existing large digital qualifications until 2026, to allow time to embed these key improvements. Beyond that, we will also keep funding for 13 smaller digital qualifications, so that learners have a range of choices until reformed alternatives are available.

On health, science and social care, the previous decision to defund social care qualifications left a gap, as there was a heavy T-level focus on health and science, rather than on social care. We will therefore keep funding for nine qualifications in health and social care until new qualifications in the care services route have been developed. We expect that to happen in 2026-27. We are also keeping funding beyond that for 11 qualifications in science-related subjects to give learners even more options.

On education and early years, we have heard strong support for the T-level, and so we will remove funding from existing large and medium qualifications as planned in 2025. This will direct learners who want to study a large qualification to the T-level as the highest-quality option. We are also retaining funding for six smaller qualifications to support specific occupations, such as teaching assistants, giving learners a smaller alternative.

Construction is a key part of this Government’s mission, and I am delighted to report that two of the construction T-levels continue to grow and offer high-quality options for learners. The on-site construction T-level is also providing valuable education, industry experience and a positive route into employment for those who wish take it. However, its success has been limited because of a lack of overall demand for a larger qualification at level 3. We have, as a result, concluded that the needs of learners and the economy are best met through apprenticeships and other classroom provision, and decided to cease taking new enrolments for the on-site construction T-level. Those already taking it will be able to complete it as planned and progress into positive destinations post-graduation.

To meet the economic needs of this important sector and to ensure that we can support our missions around high-quality housing, we are also keeping one large qualification in site carpentry, and in 11 other medium and small qualifications.

We must continue to improve opportunities and the quality of qualifications. We will keep qualifications only until they are no longer needed, so that learners can do the T-levels that they need to do. We will invite awarding organisations to submit further new level 3 qualifications in the spring, to continue the process of reform.

We are currently considering whether proposed T-levels in catering and beauty therapy meet the needs of learners and the economy, and we will update the sector in due course. I can confirm that any new T-level in these areas will not be rolled out until at least 2026.

These changes are a fair reflection of what we have heard, and offer a balanced approach that supports our missions of spreading opportunity and supporting economic growth. We want high-quality options, strong choices and a simpler system that is easier for learners to navigate. The approach and timescales that I have set out today represent a pragmatic and achievable journey to where we want to be. We are putting the needs of learners and our economy at the heart of how we move forward. I commend this statement to the House.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the shadow Minister.

--- Later in debate ---

[Janet Daby]

I thank the shadow Minister for his many points. The reason the review was so pertinent and needed to take place was because of the confusion around T-levels and how much work needed to take place—work that the Conservative Government had a lot of time to do. This Government believe that T-levels are an excellent qualification that should be available to more young people. Qualifications that overlap with T-levels will be able to co-exist while we continue to develop and improve qualifications, so that they provide for the needs of learners and employers, and support the transition to T-levels as the large technical qualification of choice. The Conservative Government’s rushed plans would have left young people looking to move into crucial sectors such as engineering or social care without options. Instead of blanket restrictions, the review will deliver on the Government’s ambition to fix the foundations of the economy and deliver growth.

As the shadow Minister mentioned, T-levels are still in the early stage of implementation, and the retention rate is improving. We expect that trend to be maintained as they continue to bed in. Career guidance for potential students is key, and we are raising careers advisers’ awareness of the benefits of T-levels. The shadow Minister will be aware of the announcement in the October Budget of £300 million of additional revenue funding for further education and £300 million of new capital investment. That settlement reaffirms and expands the Government’s commitment to skills by providing an additional £3 million for further education to ensure that young people are developing the skills that the country needs. In addition, the Government have provided £300 million of new funding to support colleges to maintain, improve and ensure the suitability of the FE estate, and address conditions and capacity issues. We will set out in due course how that will be distributed.

There are many areas in which the Government are making advancements, and we are very aware that students need to be supported. Combinations of learning are absolutely the right thing for them. We remain ambitious for students. I will endeavour to get back to the shadow Minister on the terms of reference.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Chair of the Education Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I pay tribute to everyone who works in further education—a vital sector that makes a transformative difference, and whose importance is often not properly recognised. Vocational and technical courses and qualifications are a critical part of our education system, yet schools, colleges and students have faced great uncertainty as a consequence of the previous Government’s decision to defund a number of applied general qualifications. I welcome the additional certainty that the Minister has provided by committing to maintain some AGQs and pause any further changes until 2027.

The landscape of vocational qualifications is indeed too complex and confusing, but the cliff-edge approach adopted by the previous Government had significant adverse consequences. My Committee has heard evidence that the previous Government’s plans have already had material impacts, because some colleges have modelled the proposed reduction in courses and now face potential insolvency as a result. What support will the Government provide to colleges that have already planned and committed to their qualification offering for September 2025, based on the previous Government’s decision to defund, and now face further changes?

The Committee has also heard evidence of the success of T-levels for those who complete them, particularly in areas such as healthcare. However, T-levels account for just 10% of all vocational courses, and continue to have a worryingly high drop-out rate. What further work are the Government planning between now and 2027 to reform T-levels and make them accessible to a wider range of students, including students with special educational needs and disabilities, before any further changes to AGQs are made? My Committee understands the value and potential of T-levels, but it is vital that in pursuing this route as the predominant option for technical and vocational training, the Government are not locking some young people out of the opportunity to learn, succeed and thrive.

[Janet Daby]

I join the Chair of the Education Committee in praising many colleges, the sector, and teachers themselves. She is right to mention the track record of the previous Government. We very much want to support students in their learning, and especially colleges. Where colleges find that they have to change course, or where there are issues with courses, I invite them to make that known to the Department, to see what support can be provided. The £300 million that has been invested in this area should go some way to providing it. T-levels need much focus through positive communication, and we need to ensure that young people enrol in the right courses. There is a series of events and webinars to inform schools, colleges and other professionals working in educational settings about the outcomes of the review. The Department will publish further information, advice and guidance in relation to 16-to-19 study programmes in the new year.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

I thank the Minister for advance sight of the statement. In the years since the Conservatives’ first botched moves towards prematurely scrapping a range of vocational qualifications, the Liberal Democrats have repeatedly warned of the consequences of that ill thought-through, counterproductive policy, so it is to be welcomed that the Government have heard our and the sector’s concerns. The announcement is a welcome step forward to protect student choice and local decision making, and it is a more pragmatic, rather than ideological, approach. It was clear that the decision to defund was premature. T-levels, while a welcome innovation, had not had enough time to bed in to allow an informed decision, and that risked too many young people being left without appropriate options. Now the Government are providing clarity up to 2027, will the Minister lay out the processes for monitoring and reviewing the impact of those changes until then? Will she lay out the timeline for the longer-term curriculum and assessment review in greater detail?

I have one particular area of concern in the statement, and that is around early years education. Research last year showed that rather than embracing the T-level in education and early years, students overwhelmingly opted for the overlapping qualifications earmarked for defunding. Now we hear the Government will go ahead and proceed with that defunding. Given that reality, how does the announcement square with the Government’s focus and rhetoric around prioritising early years? How will the Government improve recruitment and training in that sector if it is not meeting students’ needs where they are? The point is reflective of a broader question on the announcement, which is: what are the Government’s overarching guiding principles as to which courses will be funded and which will not? The rationale laid out by the Minister suggests they are working on a case-by-case basis, but in the interests of long-term stability and clarity, should the Government not be laying out their principles for how they will approach those decisions more strategically?

Finally, as students face a welcome range of post-16 options—as we have heard, it is a confusing landscape—it is essential that they have excellent support in making those important decisions. How will the Government ensure that all students have access to high-quality careers guidance?