January 2026
Starting from:
£99 + VAT
Format: DOWNLOADABLE PDF
This conference considered next steps for Level 3 qualifications reform in England.
It was an opportunity to discuss the Post-16 Education and Skills White Paper and key issues following the launch of the consultation on the design and implementation of new pathways for 16-19 year olds, including the proposed introduction of V Levels.
Next steps for V Levels & preparing for implementation
Attendees considered the design, delivery and structure of V Levels, which are intended to sit alongside A-Levels and T Levels from the 2027 academic year. Grading and assessment criteria were discussed, as well as student progression, how V Levels can be combined with other qualifications to retain breadth of choice, and priorities for planning delivery for learners combining A-Levels and V Levels. We also expected discussion on the impact on student choices at Level 3 and learner progression to technical and vocational education post-16 of the announcement by the Secretary of State of the removal of the EBacc.
The agenda examined how V Levels can best be structured and delivered to provide clear and credible progression routes, meet workforce and industrial needs, and maintain inclusivity - including issues such as accessibility requirements for assessment, and progression options for supporting disadvantaged learners - as recommended by the Curriculum and Assessment Review. Expectations for occupational standards to be set by Skills England were also discussed.
Attendees also considered issues around provider readiness for delivering V Levels, including implications for staffing, curriculum design, and resource planning.
Evolving framework & funding
Delegates assessed how best to maintain a balanced and inclusive qualifications offer, at a time when uptake of AGQs continues to exceed that of T Levels. Discussion considered assessment options at Level 3, with the CAR highlighting the assessment burden of T Levels as an area for improvement.
With the ongoing rollout of T Levels, and reform of existing Level 3 qualifications, attendees discussed concerns from some that the defunding of AGQs could leave a qualification gap before alternatives are in place.
Driving engagement & catering to all learners
There was a focus on improving awareness of different pathways and engagement between colleges, schools, learners, parents, and employers, as well as how guidance to support learner decision-making could be improved. We expected discussion on addressing barriers to the involvement of employers in curriculum design, work placements, and sector partnerships including issues around cost, capacity and regulation, alongside opportunities for flexible and digital delivery models.
Challenges for Level 3 course uptake - such as prior attainment in English and maths - were considered, and how to improve equitable access and inclusivity for disadvantaged and SEND learners, including through tailored support and adapted provision, with aims to support progression.
Attendees also considered provision for adult learners and mid-career reskilling, and approaches to sustaining flexibility, quality and confidence in the Level 3 landscape.
Transitioning & adapting to reform
Delegates assessed approaches to maintaining balance and adaptability during transition. Sessions explored how new qualifications can support parity of esteem between academic, vocational and technical routes, and strategies for improving accessibility for learners who fall between academic and technical entry points.
Planning for the phased withdrawal of older qualifications was considered, ensuring institutions have the capacity to reorganise delivery as older qualifications are phased out - with aims to prevent gaps in learner progression, and gain access to specialist facilities and professional development opportunities. Delegates discussed latest thinking on partnership frameworks with SMEs, local industry, and sector bodies that can help strengthen alignment with labour market needs, expand placement capacity, and support equity of access.
Discussion also considered the potential impact on learner progression and student outcomes of the CAR’s recommendation to introduce two separate pathways at Level 2 - an occupation pathway and a pathway to Level 3 - looking at potential options for qualification design and alignment between Level 2 and 3 curriculum content.
All delegates were 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 who attended include a parliamentary pass-holder from the House of Commons and officials from the Department for Education; Department of Education, NI; Department for Business and Trade; Department for the Economy, NI; National Audit Office; Skills England; and the Welsh Government.
