The future of post-16 qualifications

Education Committee Closed Inquiry
Opened: 23 Nov 2021 Closed: 8 Sep 2023 Parliament page
The Education Committee will hold an inquiry examining how effectively post-16, level 3 education and qualifications (such as A Levels, T Levels, BTECs and apprenticeships) prepare young people for the world of work. The Committee will consider the Government’s current work and proposals in this area and look at whether … Read more
4 Recommendations
46 Conclusions
1 Report
7 Oral sessions
2 Letters
7 Events
Activity timeline 18 events
5 Jul
2023
Report published
28 Apr
2023
Report published
17 Jan
2023
Correspondence
10 Jan
2023
Correspondence
13 Dec
2022
Oral evidence
13 Dec
2022
Formal meeting (oral evidence session) · Room 15, Palace of Westminster
8 Nov
2022
Oral evidence
8 Nov
2022
Formal meeting (oral evidence session) · Room 15, Palace of Westminster
18 Oct
2022
Oral evidence
18 Oct
2022
Formal meeting (oral evidence session) · Room 15, Palace of Westminster
12 Jul
2022
Oral evidence
12 Jul
2022
Formal meeting (oral evidence session) · Room 15, Palace of Westminster
Oral evidence sessions 7 sessions
13 Dec 2022
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The future of Post-16 qualifications
Rt Hon Robert Halfon · Department for Education Sue Lovelock · Department for Education
8 Nov 2022
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The future of post-16 qualifications (6 of 8)
Alice Barnard · Edge Foundation Kate Grieg · King Ethelbert School Richard Markham · IB Schools and Colleges Association (IBSCA) Tom Richmond · EDSK
18 Oct 2022
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Post 16 qualifications (5 of 7), Alternative qualification models
Andria Singlehurst · Aspirations Academies Trusts Martin Said · XP School Doncaster Tina Götschi · Ada, National College for Digital Skills Yiannis Koursis · Barnsley College
12 Jul 2022
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The future of Post-16 qualifications (4 of 7)
David Gallagher · NCFE Dr Lisa Morrison-Coulthard · National Foundation for Educational Research (NFER) Kirsti Lord · Association of Colleges Mrs Ruth Perry · Natspec Tom Bewick · Federation of Awarding Bodies
17 May 2022
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The future of Post-16 qualifications (3 of 7)
Andy Webb · Skysmart Chris Pont · IJYI Ltd Jane Gratton · British Chambers of Commerce Lisa Silcock · Naylor Industries PLC Matthew McCarrick · McCarrick Construction Ltd Peter Cadwallader · The Port Hotel Steven Kearney · SKARCHITECTS
27 Apr 2022
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The future of Post-16 qualifications (2 of 7)
Sir Charlie Mayfield · QA Group The Rt Hon. the Lord Blunkett The Rt Hon. the Lord Willetts
30 Mar 2022
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The future of Post-16 qualifications
Andreas Schleicher · OECD The Rt Hon. the Lord Baker of Dorking CH
Title HC No. Published Items Response
Third Report - The future of post-16 qualifications HC 55 28 Apr 2023 50 Responded
Recommendations & Conclusions
50 results
1 Conclusion Accepted
Third Report - The future of post-…
Nearly 40% of young people lack Level 3 qualifications, impeding national productivity.
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 … Read more
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 increasing access and addressing skills shortages.
Department for Education
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2 Conclusion Deferred
Third Report - The future of post-…
Set ambitious target for 75% of young people to achieve Level 3 by 2030.
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 … Read more
Government Response
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.
Department for Education
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3 Conclusion Acknowledged
Third Report - The future of post-…
T Levels represent a welcome, rigorous, and high-quality technical qualification.
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 … Read more
Government Response
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.
Department for Education
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4 Conclusion Accepted
Third Report - The future of post-…
Shift in T Level narrative adds complexity, but UCAS points are welcomed.
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 … Read more
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 higher education.
Department for Education
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5 Conclusion Accepted
Third Report - The future of post-…
T Level students face significant uncertainty and limited progression options
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 … Read more
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 raise awareness and clarify progression routes.
Department for Education
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6 Conclusion Accepted in Part
Third Report - The future of post-…
Work with universities to prevent unreasonable T Level entry requirements and clarify A-level compatibility
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 … Read more
Government Response
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.
Department for Education
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7 Conclusion Deferred
Third Report - The future of post-…
Work with IfATE to map and publish clear T Level progression opportunities
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 … Read more
Government Response
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.
Department for Education
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8 Conclusion Accepted
Third Report - The future of post-…
Align T Levels with level 4 apprenticeships by developing dedicated bridging courses
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 new alignment efforts like bridging courses.
Department for Education
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9 Conclusion Accepted
Third Report - The future of post-…
Set out plans to incentivise T Level student progression onto Higher Technical Qualifications
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 routes on occupational maps. They will continue to scope further activities.
Department for Education
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10 Recommendation Rejected
Third Report - The future of post-…
Publish fast-tracked destination data for the first cohort of T Level students
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 … Read more
Government Response
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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11 Conclusion Accepted
Third Report - The future of post-…
T Levels lack balance between rigour and accessibility, limiting student uptake
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 … Read more
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
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12 Conclusion Accepted
Third Report - The future of post-…
T Levels high-risk for students due to lack of lower qualification pathways
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 … Read more
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 Qualification, enabling students with partial achievement to access Higher Education courses from summer 2023.
Department for Education
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13 Conclusion Deferred
Third Report - The future of post-…
Consider introducing micro-accreditation for T Level learners not completing the full programme
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 … Read more
Government Response
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.
Department for Education
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14 Conclusion Acknowledged
Third Report - The future of post-…
T Level Transition Programme shows inadequate progression rates to full T Levels
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 … Read more
Government Response
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.
Department for Education
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15 Conclusion Acknowledged
Third Report - The future of post-…
Review the Transition Programme to understand low learner progression to full T Levels.
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 … Read more
Government Response
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.
Department for Education
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16 Conclusion Accepted
Third Report - The future of post-…
Publish annual statistics on Transition Programme conversion to T Level, including drop-out rates.
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 in-depth analysis in 2024, and will continue to track longer-term outcomes.
Department for Education
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17 Conclusion Accepted
Third Report - The future of post-…
Publish T Level and Transition Programme drop-out data, broken down by student characteristics.
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 … Read more
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 likelihood of dropping out of T Levels as the programme matures.
Department for Education
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18 Conclusion Accepted
Third Report - The future of post-…
T Level awareness efforts fall short, failing to raise national and local profile.
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, … Read more
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 among young people, parents, and employers as a result of their current efforts.
Department for Education
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19 Conclusion Accepted
Third Report - The future of post-…
Low recognition of T Levels among employers and young people threatens success and levelling up.
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 … Read more
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
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20 Conclusion Accepted
Third Report - The future of post-…
Improve T Level recognition among students, parents, and employers through an awareness campaign.
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
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21 Conclusion Acknowledged
Third Report - The future of post-…
Monitor T Level marketing success by publishing annual awareness statistics nationally and regionally.
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
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.
Department for Education
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22 Conclusion Accepted
Third Report - The future of post-…
Work with SMEs and careers hubs to promote T Levels to a broader audience.
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
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23 Conclusion Acknowledged
Third Report - The future of post-…
Regional economic variation poses a significant obstacle to equitable T Level access and success.
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 … Read more
Government Response
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.
Department for Education
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24 Conclusion Accepted
Third Report - The future of post-…
Lack of T Level industry placement forecast threatens the programme's successful rollout.
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 … Read more
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 demand and has commissioned a learner survey.
Department for Education
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25 Conclusion
Third Report - The future of post-…
Publish national and regional forecasts on potential industry placement demands and shortfalls.
The Department must publish forecasts on potential industry placement demands and shortfalls as soon as possible, at both national and regional level.
Department for Education
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26 Conclusion
Third Report - The future of post-…
Convene an employer-led industry placement taskforce with SMEs to tackle T Level scaling issues.
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 … Read more
Department for Education
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27 Conclusion Accepted
Third Report - The future of post-…
Ensure hybrid T Level placements maintain workplace component quality and overall student experience.
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 … Read more
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
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28 Recommendation Accepted
Third Report - The future of post-…
Address urgent concerns regarding T Level dropout rates, accessibility, employer interest, and regional availability.
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 … Read more
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
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29 Conclusion Accepted in Part
Third Report - The future of post-…
Monitor and annually publish evaluations on hybrid versus in-person T Level placement outcomes.
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
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.
Department for Education
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30 Conclusion Rejected
Third Report - The future of post-…
Reinstate the £1,000 T Level placement incentive for small, medium, and micro businesses.
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 … Read more
Government Response
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.
Department for Education
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31 Conclusion Rejected
Third Report - The future of post-…
Reforms risk inadvertently narrowing opportunities for young people's progression and success.
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, … Read more
Government Response
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.
Department for Education
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32 Conclusion Not Addressed
Third Report - The future of post-…
Equalities assessment reveals disproportionate negative impact on vulnerable student groups from qualification reforms.
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 … Read more
Government Response
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.
Department for Education
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33 Conclusion Not Addressed
Third Report - The future of post-…
Unclear number of students with protected characteristics disadvantaged by reforms, risking rise in NEET.
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 … Read more
Government Response
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.
Department for Education
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34 Conclusion Rejected
Third Report - The future of post-…
Applied General Qualifications play crucial role in promoting social mobility distinct from T Levels.
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 … Read more
Government Response
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.
Department for Education
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35 Conclusion Accepted
Third Report - The future of post-…
Employer interest in T Level placements remains insufficient to meet future demand
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. … Read more
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 providers with interested employers.
Department for Education
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36 Conclusion Rejected
Third Report - The future of post-…
Require robust T Level success and placement capacity before scrapping further Applied General Qualifications
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 … Read more
Government Response
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.
Department for Education
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37 Conclusion Rejected
Third Report - The future of post-…
Introduce moratorium on defunding Applied General Qualifications until T Levels prove superior effectiveness
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 … Read more
Government Response
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.
Department for Education
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38 Conclusion Accepted
Third Report - The future of post-…
Prioritisation of older workers for apprenticeships limits opportunities for young people
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 … Read more
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 for apprenticeships alongside degrees from 2024, removing limits for SME apprentices, and increasing the care leavers bursary from £1,000 to £3,000.
Department for Education
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39 Conclusion Accepted in Part
Third Report - The future of post-…
Commission independent review to boost young people's apprenticeship starts through levy reform
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 … Read more
Government Response
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.
Department for Education
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40 Conclusion Accepted in Part
Third Report - The future of post-…
Expand flexi-job apprenticeship scheme to 5,000 by 2025, supporting SMEs and fair pay
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 … Read more
Government Response
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.
Department for Education
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41 Conclusion Rejected
Third Report - The future of post-…
Successful IB Careers Programme faces unwarranted defunding despite strong student progression outcomes
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 … Read more
Government Response
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.
Department for Education
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42 Conclusion Rejected
Third Report - The future of post-…
Revisit decision to withdraw funding for IB Careers Programme or prove replacement's superiority
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
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.
Department for Education
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43 Conclusion Rejected
Third Report - The future of post-…
England's upper secondary education curriculum remains internationally narrow and specialised
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 … Read more
Government Response
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.
Department for Education
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44 Conclusion Rejected
Third Report - The future of post-…
Establish expert panel to review baccalaureate model and wholesale 16-19 funding for broader education
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 … Read more
Government Response
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.
Department for Education
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45 Conclusion Accepted
Third Report - The future of post-…
Strong case exists for improving young people's mathematical skills up to age 18
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 … Read more
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 within the post-16 education system.
Department for Education
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46 Recommendation Accepted
Third Report - The future of post-…
Young people require key mathematical skills for modern world employment
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
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47 Recommendation Deferred
Third Report - The future of post-…
Create numeracy qualification for students missing Level 4 GCSE Mathematics grades
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 … Read more
Government Response
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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48 Conclusion Accepted
Third Report - The future of post-…
Convene independent expert panel to assess post-16 maths curriculum for practical skills
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 … Read more
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
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49 Conclusion Accepted
Third Report - The future of post-…
Require Department to set out plans addressing maths teacher recruitment and numeracy foundation challenges
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 … Read more
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
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50 Conclusion Deferred
Third Report - The future of post-…
Consider focused qualifications in practical numeracy and financial skills for broader student benefit
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 … Read more
Government Response
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.
Department for Education
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Government Response AI assessment · 48 of 4 classified
Accepted 22
Accepted in Part 4
Acknowledged 5
Deferred 5
Not Addressed 2
Rejected 10
Total 4 recs + 46 conclusions
Correspondence 2 letters
17 Jan 2023 Correspondence from Minister Halfon to the Chair regarding the Government’s review of post-16 qualifications at level 3 in England, dated 10 January
Parliament page
10 Jan 2023 Correspondence from Jo Saxton, Chief Regulator of Ofqual, regarding post-16 qualifications
Parliament page