TO BE PUBLISHED May 2026
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This conference will examine next steps for Higher Technical Qualifications in England.
Planned areas of focus include priorities for design, regulation, and rollout, with discussion on developing employer and learner confidence, and supporting delivery, following the publication of the Post-16 Education and Skills White Paper.
Continued development & awarding powers
It will bring stakeholders and policymakers together to assess the way forward for development of HTQs and the practical implications of the new awarding powers delegated to the Office for Students, as well as the role of Skills England in co-ordinating technical route approvals.
We expect discussion to consider priorities for the licensing route for Level 4 and 5 qualifications, maintaining occupational standards, and safeguarding assessment integrity, alongside workforce readiness, scalable delivery, progression, and learner accessibility and awareness.
Practical delivery
The agenda will examine practical measures for provider readiness, including funding arrangements, delivery models, and alignment with the demands of the labour market and priority occupational routes. Attendees will consider approaches for scalable delivery and regional coordination, and for mitigating administrative burdens related to delivery, developing the capacity of the workforce, and targeting funding so that HTQs can be delivered effectively.
Engaging employers
Further discussion is expected on employer engagement, promoting confidence in HTQs, and strategies for raising visibility with careers advisers, learners and employers, as well as approaches to increasing accessibility.
Wider qualifications landscape
Planned sessions will assess strategies for establishing a clear HTQ identity within the technical education landscape, including their place alongside T Levels, V Levels, apprenticeships and degree-level study, and for structuring progression pathways.
Planning & skills needs
The agenda will also consider the role of regional partnerships and combined authorities in planning and commissioning HTQ provision to meet employer demand, and how HTQs can be aligned to support national skills priorities while addressing regional inequalities. Attendees will also look at how quality assurance, data and metrics can be used to monitor outcomes, the relevance to need of skills provision, and progression into skilled employment.
Overview of areas for discussion
- policy:
- the Post-16 Education and Skills White Paper - alignment of HTQs with wider technical education reforms
- implications for Skills England, OfS roles and regulatory responsibilities - expectations for coherent progression across Level 4 and 5 pathways
- implementation:
- streamlining approvals and licensing routes - consistency of professional standards across sectors
- clarity on Skills England and OfS quality expectations - practical issues for providers as new awarding powers are introduced
- course relevance:
- assessing existing HTQs and occupational routes in the context of sector needs - strategies for ensuring that course content remains up to date and aligned with current industry practice
- frameworks for achieving employer input - addressing duplication or overlap with T Levels, V Levels, apprenticeships and degree routes
- uptake and confidence:
- factors influencing learner and employer confidence - visibility and awareness among learners, advisers and employers
- approaches for presenting HTQs as a clear, valued technical option - assessing and addressing barriers that limit uptake in different regions and sectors
- modular delivery:
- provider preparation for the LLE timetable - practicalities for modular structures, credit transfer and learner progression - use of data to support flexible delivery and maintain quality
- employer engagement:
- strategies and new approaches to frameworks for employer participation in curriculum design - consistency in employer involvement in assessment
- addressing concerns about occupational relevance and clarity of progression - sector‑specific needs and expectations
- workforce readiness:
- recruitment and development of teaching staff - provider readiness to expand or adapt delivery models - priorities for staffing, facilities and resource requirements across regions
- assessment integrity:
- the mix of workplace‑based assessment with external quality assurance - data and metrics to monitor learner outcomes, occupational relevance and progression into skilled employment
- maintaining the credibility of assessments during expansion
- regional coordination:
- combined authority and local partnerships to support and scale delivery models - integrating labour market intelligence - utilising tools, such as the Local Skills Dashboard
- meeting national skills priorities alongside responding to regional differences
- funding:
- transitional funding, LLE transition grants and the Growth and Skills Levy - support for short and longer‑term sustainability for providers
- addressing administrative burdens associated with new funding streams and reporting requirements
