TO BE PUBLISHED July 2026
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This conference will examine the future for England’s post-16 qualifications system, as Level 3 reform progresses, new qualification pathways are developed for implementation, and questions around progression and delivery remain under discussion.
It will bring together stakeholders and policymakers to discuss priorities for Level 3 qualification design, delivery, student progression, and the implementation of new V Levels.
Level 3 reform, qualification design & progression
Delegates will consider recent developments in the Government’s Level 3 reform programme, including the announcement of the first V Level subjects, reform to the structure of T Levels, and a revised timeline for the phased defunding of Level 3 qualifications. The agenda will assess how reform can be implemented to support learner choice, coherence with existing pathways, and progression into further study and employment.
In this context, the design, structure and delivery of V Levels will be discussed, including expectations on grading and assessment, and how V Levels might work to complement existing provision while maintaining breadth of choice. Delegates will assess what will be needed from Skills England’s approach to occupational standards and qualification design to support curriculum content that reflects sector demand and labour market needs. Latest thinking on strategies for developing employer engagement to support delivery will also be discussed.
Consideration will be given to support required for the transition from Level 2 to V Levels and new Level 2 occupational and further study pathways. Discussion will assess alignment of new pathways with Level 3 qualifications, and priorities for supporting learners with varying prior attainment.
Provider readiness, preparation for delivery & placements
Delegates will assess what will be needed to support providers in preparing for delivery of reformed qualifications from 2027. Strategies for improving workforce capacity and enhancing teaching expertise will be considered, alongside the way forward for professional development, recruitment and retention. We also expect discussion on options for supporting provider capability for delivery, in areas such as curriculum planning and resource allocation.
Practical approaches to expanding placement capacity will also be discussed, including sustainable employer partnerships, improving availability, and approaches to fostering SME participation. Flexible placement models will also be examined - such as digital or hybrid options - alongside how challenges including regional variation in employer availability, transport, and access to specialist facilities might be addressed. We also expect delegates to assess the potential impact of Local Skills Improvement Plans to support access in more rural areas, and approaches for institutions to manage resourcing during transition.
Phased defunding & T Levels reform
The conference will examine the phased defunding of Level 3 qualifications, including Applied General Qualifications, and implications for learner choice and system coherence - with concerns from some about the pace of reform and the removal of popular and well-understood qualifications. T Level reform will also be a focus, including changes to assessment, the introduction of capped study hours, and the potential impact on learner uptake and progression.
Discussion will consider priorities for maintaining continuity of provision and choice for learners, alongside mechanisms to support students who have additional needs or are disadvantaged, and learners in rural or coastal areas. The timing of defunding and sequencing of reform will be explored, looking at how stability in delivery capacity can be maintained.
Coordination, learner guidance & progression pathways
The interaction between V Levels, T Levels, A levels, apprenticeships, and Level 2 provision will be explored, and how the system can provide coherence, flexibility, and clarity for learners, providers and employers. Ways to improve understanding of qualification options will be discussed, looking at guidance available to learners, parents, and institutions during the transition period.
Sessions will also consider progression from Level 3 into apprenticeships, HE, and employment, looking at how HEIs and employers respond to reformed qualifications, including access criteria, admissions processes, and recognition of technical routes. Areas for discussion include the balance between technical focus and academic breadth, curriculum alignment between V Levels, T Levels, higher technical education and sector demand, and how accessibility and inclusivity can be embedded in assessment and delivery.
Alignment with national & regional skill priorities
Further sessions explore the alignment of Level 3 reform with wider skills needs, workforce planning, and economic growth objectives, including the role of Skills England and Local Skills Improvement Plans in relation to supporting co-ordination across sectors and delivery of pathways.
Delegates will consider the integration of adult learning and mid-career reskilling into the post-16 system and development of flexible pathways to support lifelong learning. Delegates will explore priorities for improving coherence across local, regional, and national levels, as well as strategies for sustaining quality, accessibility, and equity in Level 3 provision over the long-term.
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those already due to attend include officials from the Department for Education; Department of Education, NI; Department for the Economy, NI; Ofsted; and the Welsh Government.
