Morning, Thursday, 8th January 2026
Online
This conference will consider the future of England’s post-16 qualifications landscape.
It follows the recent publication of government’s Post-16 Education and Skills White Paper and the launch of an open consultation - which closes in January just after this conference - on the design and implementation of new pathways for 16-19 year olds, including the proposed introduction of V Levels.
V Levels
Attendees will consider priorities for the design, delivery and structure of V Levels, which are intended to be a third qualification at Level 3 sitting alongside A Levels and T Levels. Grading and assessment criteria will be discussed, as well as student progression. It also comes with the ongoing rollout of T Levels, and the defunding and reform of existing Level 3 qualifications, with concerns from some that the defunding of medium and large Applied General Qualifications could leave a qualification gap before alternatives are in place.
Delegates will consider how V Levels can best be structured and delivered to provide clear and credible progression routes, and meet workforce and industrial needs, while maintaining breadth of choice and inclusivity. The agenda will also assess what will be needed from reform more widely to deliver a more coherent and transparent qualification framework.
Evolving framework, engagement & implementation readiness
Delegates will assess how to maintain a balanced and inclusive qualifications offer, at a time when uptake of AGQs continues to exceed that of T Levels. Discussion will look at ways to increase awareness and engagement with new vocational pathways across schools, learners, parents, and employers, and how learners can be better supported to navigate the evolving post-16 landscape, looking at best practice for effective information, advice, and guidance.
Attendees will also consider issues around provider readiness for delivering V Levels, including implications for staffing, curriculum design, and resource planning. This includes the role of employers in curriculum co-design, work placements, and sector partnerships, including use of flexible and digital delivery models.
Transitioning & catering to all types of learners
Approaches to maintaining balance and adaptability in the qualification offer during transition will be assessed.
There will also be discussion on ensuring accessibility for learners who fall between academic and technical entry points, and that institutions have the capacity to reorganise delivery as older qualifications are phased out. We also expect a focus on priorities for accessibility and inclusivity for learners with SEND and disadvantaged learners within the new qualifications, supporting learners of all abilities to move effectively into higher education, employment, or apprenticeships.
Delegates will also consider provision for adult learners and mid-career reskilling, and approaches to sustaining flexibility, quality, and confidence in the Level 3 landscape.
Overview of areas for discussion
- rollout of V Levels: design and delivery of new vocational pathways - preparing providers for implementation - setting entry requirements - careers guidance and alignment with Industrial Strategy
- defunding and reform of existing Level 3 qualifications: managing withdrawal of funding from AGQs - protecting student choice - managing overlap with T Levels and V Levels
- policy: priorities emerging from the Curriculum and Assessment Review and Post-16 Education White Paper
- support and engagement: boosting awareness among learners, parents, and schools - improving recruitment and retention - accessibility for SEND and disadvantaged learners
- student pathways: options for learners below entry thresholds - flexible pacing and assessment - transport and placement access in rural and coastal areas
- provider capacity and placements: staff training, curriculum design, and resources - quality assurance - flexible and digital placement options - promoting SME participation - sector partnerships
- progression and recognition: pathways into HE, apprenticeships, and employment - awareness and engagement of HEIs and employers - parity of esteem between academic and vocational routes
- integration and long-term priorities: coordination between national policy and local delivery bodies, including Local Skills Improvement Plans - provision for adult learners and mid-career reskilling - priorities for Skills England moving forward
