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Applies to England

Summary

We are seeking views on the SSA system, how this system is working, and views on the current Sector Subject Areas being used within it.

This consultation is being held on another website.

This consultation closes at

Consultation description

This call for evidence is part of the joint Department for Education and Ofqual review of the Sector Subject Area classification system. We are seeking your views on:

how you use the system

what you use it for

the classification of subjects and sectors within it

what is working

what can be changed or improved to make the system better related to new or emerging occupations

This call for evidence brings together the range of issues we want to explore, inviting views and evidence from interested parties and how we can improve the system.

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Sector Subject Area classification (SSA) system: call for evidence

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Post-16 Qualifications Review information for providers

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Guidance to help providers and employers deliver high-quality industry placements

Details

This guidance will help providers and employers to deliver high-quality industry placements, which form a mandatory component of the T Level programme.

This guidance is for:

the principals, senior leadership teams, governing bodies, trustees, and staff of all institutions delivering T Levels

all institutions delivering T Level-style placements through the industry placement capacity and delivery fund, and those considering offering T Levels

industry and employers interested in or involved in delivering T Level or T Level-style industry placements, and their representative bodies

In May 2021, we published the industry placement employer guide, that is a shorter version of the industry placement delivery guidance, written specifically for employers.

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T Level industry placements delivery guidance

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Guidance to help providers and employers deliver high-quality industry placements

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Welcome to the etf professional development platform

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Welcome to the etf professional development platform

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Welcome to the etf professional development platform

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Welcome to the etf professional development platform

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Welcome to the etf professional development platform - ETF Professional Development Platform

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Welcome to the etf professional development platform

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T Level Transition Programme Round 3 Welcome Back Webinar 22 09 2022

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Measuring the Net Present Value of Further Education in England 2018 to 2019

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LIVE: E-petition debate relating to BTEC qualifications - 18 July 2022

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LIVE: E-petition debate relating to BTEC qualifications - 18 July 2022

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The Petitions Committee has scheduled a debate on a petition relating to BTEC qualifications. Marsha De Cordova MP, a member of the Petitions Committee, has ...

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AoC gives evidence at the Education Committee

On Tuesday our Deputy Chief Executive, Kirsti Lord, gave evidence to the Education Select Committee as part of an evidence session on the future of post-16 qualifications. This was a roundtable discussion with the committee and other sector experts including; Tom Bewick, CEO, Federation of Awarding Bodies; David Gallagher, Chief Executive, NCFE; Mrs Ruth Perry, Representative, Senior Policy Manager, Natspec; and Dr Lisa Morrison-Coulthard, Research Director, National Foundation for Educational Research (NFER). It was a really good opportunity for us to set out our position across a number of key issues the committee is looking at:
A Modular approach to T -levels
Chair of the Committee, Robert Halfon, asked about the possibility of a modular approach to T Levels. Kirsti said that the small first cohort of 1300 students had an excellent experience as providers had worked hard to make the system work, however, she warned that scalability would be a challenge. There was also a challenge to a modular approach from a provider perspective as a viable number of students was needed to be able to deliver a variety of models and required adequate funding. Kirsti said that "providing flexibility for students to opt-in and out of modules would provide an enormous challenge as to what providers could offer and deliver, together with specialist staff recruitment." Additionally, she cautioned that inequality may be created across the country as some providers with large cohorts could offer many modular options but others with a small cohort could only provide a narrow route.
The need for a cultural shift
Kirsti and other panelists agreed with Ian Mearns MP who suggested a culture shift was needed by businesses to become more involved in skills training. Kirsti highlighted that a part of this problem was that "the curriculum for 11-16 years is very academic, and exam based with little exposure to developing applied skills." This led to young people who excel academically being driven to continue as they had no experience in exploring other options. She said that the academic route was seen as the best option, and applied technical routes were only considered if students were unable to pursue the academic route, which has to change.
Key Stage 3 Skills
Robert Halfon asked about what could be done to increase access to skills in Key Stage 3, with Kirsti responding that all the technical skills had been removed as part of the curriculum at this level. She added that an approach which had worked well previously was the Increased Flexibility programme at age 14-16, where students would study in a college one day per week which would add towards a qualification at Key Stage 4. The return of the Increased Flexibility program is a key ask we have been pushing on during the passage of the Schools Bill in the House of Lords.

Work Experience
Miriam Cates MP asked if the 350 hours of work experience in T-levels were effective in providing skills and knowledge to enter work. David Gallagher said the process worked well in some sectors, such as education and childcare, and learners emerged with the competence to enter a skilled technical job. In other sectors, more challenges are expected. He added that work placements are not only about competence but involved broader employability skills and essential skills. Kirsti added that the placement was a unique selling point of T-levels and was massively valued, and that some of the 1300 people completing T-levels had been offered jobs in the company where they undertook a placement.

Kim Johnson MP asked the witnesses about the impact the qualification reforms will have on black children, children with special educational needs and those living in disadvantaged communities.

Kirsti said the impact would be vast and highlighted the DfE impact assessment of the policy on disadvantaged groups and those who underperformed at GCSE. She added that removing all applied generals that competed with T-levels risked leaving no options for some students and created a real danger of many young people not being in education, employment or training. She said that there had to be a balance which allowed progression opportunities for those who did not do well at GCSE or exam-based study.

When asked by Kim Johnson what DfE and the Government needed to do to prevent the situation of a lost generation of young people, Kirsti said that "alternative qualifications were not yet well developed or clear" and her advice would be "not to remove qualifications but to examine the impact on young people's progression and opportunities".

This session is available to watch on Parliament TV.

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New Skills Minister The new Department of Education Ministers have been announced, with Andrea Jenkins being appointed as Minister for Skills, Further and Higher Education. Andrea was first elected to Parliament in May 2015 and had been an assistant whip in the Whips Office since September last…

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Hasty defunding of technical qualifications could lead to rise in…

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While ambitious reforms to vocational education are to be welcomed, the pace of defunding well-established qualifications needs to be slowed down. Urgent action is needed to increase employer engagement with T Levels and industry placements. The DfE should publish a list of which qualifications…

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Wave 4 - T Levels Capital Fund Presentation

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Guidance on delivering the T Level Transition Programme

Applies to England

Documents

MS Word Document, 73.7 KB

Details

The T Level Transition Programme provides a high-quality route onto T Levels for students who would benefit from the additional study time and preparation that it will give them before they start their T Level.

In December 2021, we published guidance for providers delivering the T Level Transition Programme from academic year 2022 to 2023 onwards:

Framework for Delivery setting out information and expectations for how the programme should be delivered from academic year 2022 to 2023 onwards

national technical outcomes for the first 3 waves of T Level routes

a resource that providers can use to help design and deliver effective route-based projects on the programme

a work experience template that providers, employers and students can use to design and deliver work experience placements on the programme

a guide for prospective students, setting out what they can expect from the programme

Future updates to the Framework and accompanying guidance and resources will be made as required.

See T Levels: next steps for providers for further information on next steps towards delivering T Levels and the T Level Transition Programme.

Thank you for your feedback

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T Level Transition Programme Framework for Delivery 2022 to 2023

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This webinar gives a general update on T Levels and includes a question and answer session with providers. The webinar was delivered on 2 November 2021.

Webinar slides

You can download the slides for this presentation below

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T Level Provider Update and Q&A - DfE - 2 November 2021

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This webinar gives a general update on T Levels and includes a question and answer session with providers. The webinar was delivered on 2 November 2021. You can download the slides for this presentation below

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T Level Curriculum Planning Event 12 10 2021

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AoC Wave 3 Transition programme 29th March 2021

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This webinar gives a general update on T Levels and includes a question and answer session with providers. The webinar was delivered on 2 November 2021.

Webinar slides

You can download the slides for this presentation below

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T Level Provider Update and Q&A - DfE - 2 November 2021

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This webinar gives a general update on T Levels and includes a question and answer session with providers. The webinar was delivered on 2 November 2021. You can download the slides for this presentation below

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Strategic Employer Engagement 30 06 2021

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Engagement Event for Wave 4 T Level providers 28 06 2021

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T Level Curriculum Planning Event 12 10 2021

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Overview

In January 2021 and in response to the coronavirus (COVID-19) pandemic, the government announced that it was no longer fair for many exams and assessments to go ahead as planned this summer. It was confirmed that students taking GCSE, AS and A levels regulated by Ofqual would be awarded grades based on an assessment by their teachers. Ofqual and the Department for Education consulted jointly on the alternative arrangements to summer exams, and the outcome of this consultation was announced in February. Teachers have used a range of evidence to make a judgement about the grade at which their students have performed, focusing on the content that students have been taught.

As part of these arrangements, exam boards have implemented a process of quality assurance. Each school and college was required to put in place an internal quality assurance process, which was defined in their centre policy. Centres' internal quality assurance included internal standardisation of marking and grading judgements. As part of the external quality assurance, exam boards reviewed the centre policies for all centres. Exam boards also requested evidence from all centres and checked the evidence used to support teacher grades for some students in a sample of centres. We have been monitoring the quality assurance carried out by the exam boards and provide a brief overview in this report. We will provide more detail of our monitoring of exam board delivery in our report on the summer series that we will publish in December 2021.

Results days this summer are 10 August for AS and A levels, and 12 August for GCSEs. As in other years, JCQ publish national results statistics on results days. This includes overall outcomes for each qualification (GCSE, AS and A level), as well as a breakdown by subject group and gender. To supplement these analyses, we have provided further breakdowns in this report. This initial publication focuses on A level results, and further analyses of GCSE results will be added on 12 August. Given the small (and declining) entry for AS, we have not provided any breakdowns of results for AS qualifications.

Our analyses focus on qualifications regulated by Ofqual and include only students in England. Where appropriate, we focus on particular age groups - typically the target age group for each qualification (16-year-olds for GCSE and 18-year-olds for A level). Our results analyses are based on data submitted to Ofqual by exam boards around a week before results are issued. Given this, there is likely to be a small amount of missing data for results that were not processed at that time. This is unlikely to impact on the overall trends though, and any data that is missing is likely to be missing at random.

It should also be noted that there are some small differences in the figures that we have included in this report that relate to previous years, compared to the report that we published following summer 2020. This is generally due to us having updated data, but in the centre type analysis it is also due to us only including centres with entries in all years (meaning some centres that were included in the analysis that we published in 2020 do not have entries in 2021, so are excluded from the historical figures). Again, these small differences do not impact on the overall trends.

We have published a separate report for general qualifications examining outcomes for students with different protected characteristics and socio-economic status. We have also published 2 separate reports for vocational and technical qualifications, providing analyses of entries and outcomes, and outcomes for students with different protected characteristics.

Quality assurance

The policy this year was to trust teachers to assess their students and to decide on the grade that best reflects their performance. Students were only assessed on the parts of their courses they had been taught. Recognising that schools and colleges had been affected in different ways by the pandemic, the course of which was uncertain, schools and colleges were given wide discretion to decide how to assess their students. This allowed them to:

take into account relevant work already undertaken and coursework or non-exam assessments

set new assessments written by teachers or using questions provided by the exam boards

vary the approach used for individual students where that was appropriate for their individual circumstances (for instance those lacking the same range of existing evidence as their peers, or who may not have received a reasonable adjustment they were entitled to at the time that previous assessments were completed)

Schools and colleges each set out in their centre policy how they would assess their students and determine their grades, within the guidance provided by the exam boards. The boards contacted schools and colleges as they were developing their policies to make sure that they understood what they were required to do.

These centre policies were then submitted to the exam boards who checked them all. Where exam boards had concerns about the approach a school or college planned to take, the school or college was required to make changes.

These policies explained the steps that schools and colleges would take to ensure that their grades were properly determined. This included making sure that teacher assessed grades (TAGs) were checked by at least 2 teachers. When submitting grades the head of each school and college also had to make a declaration confirming that they had been produced in line with the requirements and the centre's policy.

After the TAGs were sent to the exam boards, the boards required each school and college to send in the work for a sample of subjects and students. The exam boards selected the subjects and the specific students for whom this work was to be sent in. Schools and colleges had 48 hours in which to submit their evidence.

The exam boards scrutinised a selection of the student work submitted. Factors which meant that a school or college was more likely to be selected for scrutiny included, for example, that the grades submitted for their entries this year looked unusual compared to those in previous years, or concerns about potential malpractice. The exam boards also looked at work from some schools and colleges selected at random. They made sure work from schools and colleges of all different types (for example, academies, independent schools, further education colleges and sixth form colleges) was looked at, and that schools and colleges from all regions were included. Student work from 1,101 centres in England, around 1 in 5 schools and colleges, was scrutinised in this way. Checks were also carried out on centres taking Ofqual-regulated GCSE, AS and A levels outside of England and the UK.

Students' work was reviewed by subject experts (usually senior examiners) appointed by the exam boards, who checked that the TAGs submitted were supported by the evidence. Subject experts did not re-mark or moderate the work submitted, they looked at the evidence in the round, as teachers had been asked to do.

For 85% of the schools and colleges whose students' work was scrutinised by the exam boards, the subject experts were satisfied that the evidence supported the TAGs that had been submitted. The remainder were subject to further scrutiny. This included professional conversations between the exam boards' subject experts and centre staff, which covered both the samples of work submitted and the school or college's approach to determining grades more generally.

Following these additional checks, in most cases the exam boards were satisfied either with the school or college's original judgements or with the revised TAGs which they submitted.

At the time of writing this report, the exam boards were in continuing discussions with a small number of centres either because of issues identified through the quality assurance process or as a result of concerns about a centre's practice raised directly with the exam boards or with Ofqual. Results will be withheld for these schools and colleges should these concerns remain unresolved on results day.

We will publish further information and statistics about the quality assurance process, and malpractice investigations and findings, later this year as part of our usual cycle of regulatory reporting and official statistics.

Analyses of A level results

This section provides an overview of our analyses of A level results. To provide context, we initially consider overall A level outcomes compared to 2020, by drawing on the results statistics published by JCQ (since these are most complete). As outlined above, our own analyses use data submitted to us by exam boards around a week before results are issued, meaning that there might be some small differences in the total number of students compared to the more complete JCQ figures. Unless otherwise noted, outcomes are presented as cumulative percentages throughout this report (including for the JCQ figures - meaning grade A outcomes refers to grade A and above).

Overall A level outcomes compared to 2020

JCQ have published overall A level results for summer 2021, including breakdowns by subject group and gender. These figures show that for all students in England, overall A level outcomes are higher at the top grades (A* to B) compared to 2020, and relatively stable at the lower grades (C to E). The greatest percentage point (pp) increase compared to summer 2020 is at grade A (+6.2pp), followed by grade A* (+4.8pp) and B (+4.4pp). At the lower grades, outcomes are within 1pp of the outcomes in summer 2020 (+0.7pp at grade C, -0.6pp at grade D, and -0.2pp at grade E). These trends are similar when considering all students or just 18-year-old students.

A level students are generally more able to study independently than younger students and have more study time for each subject. There has been an increase in outcomes at the top grades and stability at lower grades. This may be because the most academically able students were most able to study independently.

The JCQ figures also show that, although outcomes are higher than summer 2020 in all subjects at the top grades, the extent of the difference varies by subject and grade. For example, at grade A, outcomes are higher than 2020 to the greatest extent in music (+13.1pp), followed by physical education (+11.1pp) and design & technology (+9.4pp). Outcomes are higher than 2020 to the least extent in other sciences (+2.8pp), further maths (+4.0pp) and sociology and law (both +4.6%). At grade A* the pattern is slightly different, and the greatest difference compared to 2020 is for 'other' modern foreign languages (+19.2pp), followed by German (+11.2pp) and music (+10.5pp). The smallest increases compared to 2020 are for 'other' sciences (+0.8pp), law (+1.9%) and sociology (+2.4pp).

Number and average number of A level qualifications per student

The results statistics published by JCQ focus on A level entries (hence students will be counted multiple times if they have entered multiple qualifications). We have also conducted analyses at the student level, by combining data across exam boards. This has included calculating the average number of A levels per student and the number of A levels per student (for 18-year-olds taking at least one A level each year). Table 1 shows that the average number of A levels per student has remained stable over time. Furthermore, the number of A levels taken by individual students has also remained relatively stable (Table 2), with the majority (around two-thirds) taking 3 A levels. Only a small proportion of students took 4 or more A levels in summer 2021, as in previous years.
Table 1. Average number of A level qualifications per student Table 2. Percentage of students by the number of A levels taken per student
A level grade combinations

As in 2020, we have considered the grade combinations achieved by students taking 3 A levels (the most prevalent number of A levels). Figure 1 shows the grade profiles (meaning the grades they achieved across the 3 qualifications), with attainment decreasing from left to right (3 A* grades on the left of the plot and 3 U grades on the right). For reference, the underlying data showing the percentages and cumulative percentages for each grade combination are provided in Table 3.

Because there are a large number of different grade combinations possible when a student has taken 3 A levels, we have combined some groups by using the # symbol to represent any grade that is lower than the first grade in each combination, for example CC# represents students awarded 2 C grades and a grade D, E, or U. The solid lines on the graph show the trajectories for 2017 to 2021. The percentages are cumulative such that they include the percentage of students achieving each grade combination or a higher combination. For example, the cumulative percentage for AAA will also include students achieving A*AA, A*A*A, and A*A*A*.

Figure 1 shows that the grade combinations received by individual students in 2021 are typically higher than in previous years. This can be seen clearly when the cumulative percentage of students awarded each grade combination is visualised. This is not surprising given that overall outcomes in 2021 are higher than previous years.
Figure 1. Cumulative percentage of students by A level grade combinations

Table 3. Percentage and cumulative percentage of students awarded A level grade combinations between 2017 and 2021
Grade A* in all A level subjects

Our analyses of grade combinations focus on those students who entered 3 A levels. We have also calculated the number of students who received an A* in all their A levels, regardless of the number of subjects that they entered. This is shown in Table 4 compared to previous years, and includes both the number and percentage of students.

The total number and percentage of students receiving an A* in all their subjects in 2021 is higher than in 2020. For all students, the percentage has increased from 5.3% in 2020 to 8.3% in 2021. Of the students taking 3 A levels (the most common number of A levels), the percentage has increased from 4.3% in 2020 to 6.9% in 2021. In both years, just under 60% of these students are female.
Table 4. Number and percentage of students receiving an A* in all their A level subjects
Private candidates entering GCSE, AS and A levels this summer have been assessed on a range of evidence, in a similar way to other students. We have collected data from exam boards that provides an indication of the number of entries from private candidates. It is important to note that our figures are only an estimate of the total number of entries from private candidates since exam boards rely on centres identifying if an entry is from a private candidate, and we know that this is not always done consistently. As such, our figures represent the number of entries that are reported (by centres) as being from private candidates. This means that making comparisons over time is challenging, since it is possible that centres may have been more consistent in some years than others when identifying entries from private candidates. It is also possible that the data is more consistent in some subjects than others.

Table 5 shows the total number of entries from private candidates in 2021 compared to previous years (a further breakdown by subject is provided in Annex A). While the number of entries from private candidates has fluctuated over time (and there were fewer entries from private candidates last summer given the approach to grading), as outlined above, it is difficult to draw any firm conclusions given that the figures can only be considered an estimate.
Table 5. Number of A level entries reported (by centres) as being from private candidates
Variability in A level centres' results

As in previous years, we have published interactive analytics showing the variability in centres' outcomes compared to 2020. These charts (an example of which is shown in Figure 2), plot the change in outcomes for individual centres in each subject at grade A and above (for A level) compared to 2020. The summary statistics show the average (mean) change in centres' outcomes compared to the previous year, and the spread (standard deviation) of the changes in outcomes (a higher standard deviation suggests that centres' outcomes are generally more variable, while a lower standard deviation suggests that centres' outcomes are generally less variable).

In general, for centres with more than 20 entries in a subject, the variation in centres' results is lower than it was in 2019, but slightly greater compared to 2020 (although this is not the case for every subject). This suggests that the assessment arrangements lessened the impact of the pandemic on centres' results - otherwise we would expect to see much greater variability in centres' results this year compared to the past. On our interactive analytics page it is possible to tailor the charts to focus on different age groups, centre sizes and stability of centres (the extent to which the number of entries for individual centres has remained stable over time).
Figure 2. Centre variability for A level maths - summer 2020 vs. summer 2021

A level outcomes by centre type

We have compared the results of different types of centre across 2021, 2020 and 2019. Tables 6 to 8 show the number of centres and entries by centre type, the outcomes by centre type, and the relative and absolute change in outcomes over time, respectively, at grades A* to C. We have used the centre types from the national centre number (NCN) register. This analysis only includes centres with entries in all 3 years (hence there are some small differences for previous years compared to the figures that we published in our results report last December).

Outcomes for all types of centre have increased compared to 2020. The extent to which they have increased may partly reflect longstanding differences in the distribution of grades for different centre types. For example, in normal years, the distribution of grades for students attending independent centres is clustered around the top grades. A uniform increase in grades awarded across all types of school and college is therefore most likely to benefit students attending independent schools at the top grades. For other centre types, the impact of increased grades may be lower down the grade distribution - wherever most of their candidates are normally clustered.

This clustering of students at different points in the grade distribution means it is helpful to consider both the relative and absolute changes in outcomes across centre types. This is because relative changes on small numbers often look big, but relative changes on big numbers often look small. On the other hand, absolute changes on small numbers often look small, but absolute changes on big numbers often look big. Therefore, it is important to explore both types of change.

At grade A, the largest relative increase is for 'other' centres (+22.5%), further education establishments (+21.4%) and secondary comprehensives (+18.7%), and the smallest increase is for sixth form colleges (+12.0%). The increases for independent centres and academies at grade A are partway between the highest and lowest changes (+15.2% and +15.8%, respectively). At grade C, the relative changes are similar across centre types, ranging from -0.1% to +2.2% compared to 2020. The smaller changes at grade C reflect the overall stability in outcomes at this grade compared to 2020.

In absolute terms, the increase in outcomes at grade A is largest for 'other' centres (+9.4pp) and independent centres (+9.3pp). At grade C, outcomes are relatively stable for all centre types, reflecting the stability in overall outcomes. The largest increases at grade C are for 'other' centres (+1.9pp) and free schools (+1.6pp). Exam boards looked at student work from all types of school and college as part of the external quality assurance process. They did not find that any type of school or college was more likely than others to have provided grades that did not reflect the standard of their students' work. Indeed, they found that, irrespective of the type of school or college, the grades were largely supported by the quality of students' work. It is also worth noting that more able students are also generally more capable of independent study.
Table 6. A level entries by centre type compared to 2019 and 2020 Table 7. A level cumulative percentage outcomes by centre type compared to 2019 and 2020

Centre Type

Cum % grade A* 2019

Cum % grade A 2019

Cum % grade B 2019

Cum % grade C 2019

Cum % grade A* 2020

Cum % grade A 2020

Cum % grade B 2020

Cum % grade C 2020

Cum % grade A* 2021

Cum % grade A 2021

Cum % grade B 2021

Cum % grade C 2021

Table 8. A level relative and absolute changes by centre type compared to 2020

Centre Type

Grade A* 2021 to 2020 relative change

Grade A 2021 to 2020 relative change

Grade B 2021 to 2020 relative change

Grade C 2021 to 2020 relative change

Grade A* 2021 to 2020 absolute change (pp)

Grade A 2021 to 2020 absolute change (pp)

Grade B 2021 to 2020 absolute change (pp)

Grade C 2021 to 2020 absolute change (pp)

A level outcomes by region

JCQ have published regional A level results (cumulative percentages) that we have replicated below in Table 9 for grades A and C (other grades are available via JCQ). The rank order of regions according to their results is broadly similar to 2020 and the percentage of students achieving grade A has increased in all regions. As is the case every year, there is some variation in the size of the increase across regions. At grade A the greatest increase was in London where the rate increased by 7.2pp compared to 2020. At grade C the greatest increase was in the East Midlands where the rate increased by 1.6pp compared to 2020. As with the differences seen across centre types, these regional changes will partly reflect the well-established clustering of students around different parts of the grade distribution.
Table 9. A level cumulative percentage outcomes and percentage point (pp) changes by region compared to 2020

Region

Cum % grade A 2020

Cum % grade C 2020

Cum % grade A 2021

Cum % grade C 2021

Grade A change (pp) 2021 to 2020

Grade C change (pp) 2021 to 2020

Analyses of GCSE results

This section provides an overview of our analyses for GCSE. The analyses are broadly similar to those undertaken for A level. However, given that students typically take a larger number of subjects at GCSE, some of the A level analyses are not replicated here - in particular, those relating to grade combinations. This is also because those analyses are more relevant to A level results, since they are directly relevant to HE admissions. As for A level, our analyses use data submitted to us by exam boards around a week before results are issued, meaning that there might be some small differences in the total number of students compared to the more complete JCQ figures.

Overall GCSE outcomes compared to 2020

JCQ have published overall GCSE results for summer 2021, including breakdowns by subject group and gender. These figures show that for all students in England, overall GCSE outcomes are higher at grade 7 compared to 2020 (+2.6pp), and relatively stable at grade 4 (+1.0pp) and grade 1 (-0.6pp). The trends are similar when considering outcomes for 16-year-olds, with the greatest increase at grade 7 (+2.5%), and relatively stable outcomes at grade 4 (+0.3pp) and grade 1 (-0.4pp).

The JCQ figures also show that, although outcomes are higher than summer 2020 in all subjects at the top grades, the extent of the differences vary by subject. For example, at grade 7 outcomes are higher than 2020 for all students to the greatest extent in physical education (+7.1pp), followed by economics (+6.3pp) and computing and social science subjects (both +5.9pp). The smallest increase at grade 7 is for art and design (+0.6pp) and 'other' sciences (+0.9pp). At grade 4 the pattern is slightly different and outcomes are more stable compared to 2020, with increases in some subjects and decreases in others.

Number and average number of GCSE qualifications per student

As for A level, we have calculated the average number of GCSEs per student and the number of GCSEs per student (for 16-year-olds taking at least one GCSE each year). Table 10 shows that the average number of GCSEs per student has remained relatively stable over time, and consistent between 2020 and 2021. Furthermore, the number of qualifications per student has also remained relatively stable (Table 11), with the majority of students taking 7 to 9 GCSEs. There has been a slight increase in the percentage of students taking 7 or 8 GCSEs over time, and a slight decrease in the percentage of students taking 9 or 10+ GCSEs.
Table 10. Average number of GCSE qualifications per student Table 11. Percentage of students by the number of GCSEs taken per student
Grade 9 in reformed GCSE subjects

As in previous years, we have calculated the number of 16-year-old students in England who entered 7 or more GCSEs and received a grade 9 in all subjects. Table 12 shows that the number of students receiving all grade 9s is higher in 2021 compared to previous years - 3,606 students compared to 2,645 in 2020 and 837 in 2019 (note that in 2019 reformed GCSEs were not yet available in a small number of language subjects). The gender split for students receiving all grades 9s is similar to previous years (just under two thirds of students are female).
Table 12. Number of 16-year-old students receiving grade 9s in all GCSEs
Post-16 outcomes for GCSE English language and maths

On GCSE results day each year, we typically publish outcomes for post-16 students in English language and maths, broken down by age (17-year-olds, 18-year-olds, and 19+). These are shown below for 2021 in Table 13. Because the number of post-16 entries has changed in 2021 for both subjects we have not compared outcomes in 2021 to previous years, since the nature of the cohort might also have changed meaning that comparisons over time might be misleading.

Table 13 shows that there are differences in outcomes between age groups, although this is likely to reflect the nature of the candidates. For example, entries from 17-year-olds are likely to be from students who did not achieve a grade 4 at age 16 and who are required to continue studying these subjects to be funded post-16. Entries from 19-year-olds are adult learners who may have different reasons for entering these subjects at GCSE.
Table 13. Post-16 GCSE English language and maths cumulative percentage outcomes
As for A level, we have provided the number of GCSE entries that are reported (by centres) as being from private candidates in summer 2021. These figures should be considered an estimate of the total number of entries from private candidates, since the limitations of the data, as described above, also apply to GCSE (meaning the figures that we obtain from exam boards rely on centres identifying if an entry is from a private candidate, and this is not always done consistently). This means that making comparisons over time is challenging.

Table 14 shows the total number of entries reported as being from private candidates (by centres) in 2021 compared to previous years (a further breakdown by subject is provided in Annex B). While the number of entries from private candidates has fluctuated over time (and there were fewer entries from private candidates last summer given the approach to grading), as outlined above, it is difficult to draw any conclusions given that the figures can only be considered an estimate.
Table 14. Number of GCSE entries reported (by centres) as being from private candidates
Variability in GCSE centres' results

We have published interactive analytics showing the variability in centres' GCSE outcomes compared to 2020. These charts follow the same format as outlined above, and our interactive apps allow users to tailor the charts to focus on different age groups, centre sizes and stability of centres (the extent to which the number of entries for individual centres has remained stable or changed over time).

Generally, at grade 7 (for centres with more than 25 entries in a particular subject), variation in centres' results is lower than it was in 2019 and only slightly greater than in 2020 (although this is not the case for every subject). Generally, at grade 4 variation in centres' results is less in 2021 compared to 2020 and 2019 (although again not for every subject). This suggests that the assessment arrangements lessened the impact of the pandemic on centres' results - otherwise we would expect to see much greater variability in centres' results this year compared to the past.

GCSE outcomes by centre type

As for A level, we have calculated outcomes by centre type compared to 2019 and 2020, and have calculated the relative and absolute change in outcomes at grades 7 and 4 compared to 2020. Tables 15 to 17 show the number of centres and entries by centre type, the cumulative percentage outcomes, and the relative and absolute changes compared to 2020, respectively. This analysis only includes centres with entries in all 3 years (hence there are some small differences for 2019 and 2020 compared to the figures that we published in our results report last December).

In relative terms, the largest increase compared to 2020 at grade 7 is for sixth form colleges (+50.8%) and further education establishments (+46.1%), and the smallest increase is for secondary selective (+4.2%) and independent schools (+7.1%). At grade 4, the largest increase is for further education establishments (+16.2%), tertiary colleges (+12.1%), 'other' centres (+8.2%) and sixth form colleges (+5.6%). For all other centre types (including secondary comprehensives and academies) the relative change is very small at grade 4 (less than 1%).

In absolute terms, there are some small differences in the extent to which outcomes differ compared to 2020 by centre type and grade. At grade 7, outcomes are higher than 2020 to a slightly greater extent for independent schools (+4.0pp) and free schools (+3.6pp). When considering outcomes at grade 4 though, the differences compared to 2020 are greatest for further education establishments (+5.3pp) and tertiary colleges (+4.9pp).

Exam boards looked at student work from all types of school and college as part of the external quality assurance process. They did not find that any type of school or college was more likely than others to have provided grades that did not reflect the standard of their students' work. Indeed, they found that, irrespective of the type of school or college, the grades were usually supported by the quality of students' work. The changes may therefore reflect the uneven impact of the pandemic which will have been lessened by the assessment arrangements. It is also worth noting that more able students might be more capable of independent study.
Table 15. GCSE entries by centre type compared to 2019 and 2020 Table 16. GCSE cumulative percentage outcomes by centre type compared to 2019 and 2020 Table 17. GCSE relative and absolute changes by centre type compared to 2020
GCSE outcomes by region

JCQ have published regional GCSE cumulative percentage outcomes, that we have replicated below for grades 7 and 4 (Table 18). As outlined above, it is important to bear in mind that there are long-standing differences in outcomes by region that exist every year.

The rank order of regions according to their results is extremely similar to 2020 and the percentage of students achieving both grades 7 and 4 has increased in all regions. As is the case every year, there is some variation in the size of the increase across regions. At grade 7 the greatest increase was in London where the rate has increased by 3.1pp. At grade 4 the greatest increase was in the North East where the rate has increased by 1.7pp.
Table 18. GCSE cumulative percentage outcomes by region compared to 2020

Region

Cum % grade 7 2020

Cum % grade 7 2021

Cum % grade 4 2020

Cum % grade 4 2021

Grade 7 change (pp) 2021-2020

Grade 4 change (pp) 2021-2020

Annex A

Number of A level entries reported (by centres) as being from private candidates by subject (rounded to nearest 5, less than 5 replaced by 0~).

Annex B

Number of GCSE entries reported (by centres) as being from private candidates by subject (rounded to nearest 5, less than 5 replaced by 0~). Note there were some changes to subject availability following reform (for example, GCSE science).

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Summer 2021 results analysis and quality assurance - A level and GCSE

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In January 2021 and in response to the coronavirus (COVID-19) pandemic, the government announced that it was no longer fair for many exams and assessments to go ahead as planned this summer. It was confirmed that students taking GCSE, AS and A levels regulated by Ofqual would be awarded grades based on an assessment by their teachers.

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Summary

We are seeking views on proposals to reform post-16 technical and academic qualifications at level 3.

This consultation is being held on another website.

This consultation closes at

Consultation description

This consultation is the second stage of the review of post-16 qualifications at level 3 and below in England. It focuses on level 3 qualifications and seeks views on our proposals for the groups of qualifications that would continue to be funded alongside A levels and T Levels.

The review's aim is:

clearer qualifications choices for young people and adults

to ensure that every qualification approved for public funding has a distinct purpose, is high quality and supports progression to positive outcomes for students

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Purpose

The purpose of this information is to detail the arrangements for delivering industry placements through the CDF for those providers in receipt of a CDF allocation in 2020 to 2021 academic year.

This guidance replaces that published on the 17 July 2020 and responds to the continuing challenges providers are experiencing in light of COVID-19 restrictions.

Industry placements need to include genuine and meaningful on-the-job experience where the student is able to experience the full range of realities of working, such as time keeping, commuting and interacting with colleagues face to face. Industry placements must be undertaken in a physical workplace environment and therefore placements are not currently permitted to be done remotely or virtually.

We recognise however, that industry placement delivery continues to be impacted by COVID-19. In view of this continuing challenge, we will apply the same flexibility for the 2020 to 2021 academic year as we did in the 2019 to 2020 academic year. In the 2020 to 2021 academic year, funding for CDF will not be clawed back if you are unable to meet your previously agreed target for the completion of industry placements.

We anticipate that you will continue to work to secure as many industry placements as possible for the remainder of the 2020 to 2021 academic year. The relaxation of the targets is on the assumption that you can demonstrate CDF has, and is continuing to support future delivery of quality industry placements. Activity to support delivery of industry placements should include:

the continued engagement with employers across different industries and develop engagement strategies for different industries

preparation for students for placements (such as through virtual training for work programmes)

alignment between curriculum planning and industry placement provision

development of matching processes for appropriate student placements

We will ask for evidence of these activities through the usual CDF monitoring process. We will continue to monitor the impact of COVID-19 on the ability of providers to deliver placements throughout the remainder of the 2020 to 2021 academic year.

We will still look to claw back funding under the usual arrangements should providers fail to demonstrate that they have continued to support the delivery of quality industry placements and have not used the funding for the purpose intended. Providers must avoid the risk of double funding through the CDF and the furlough scheme, we will seek to claw back funding should providers furlough staff involved in these activities.

However, you can be assured that funding for the 2020 to 2021 academic year will not be clawed back if you are unable to meet your 25% delivery target for the completion of industry placements in the 2020 to 2021 academic year, so long as you can demonstrate that the CDF has and is continuing to support future delivery of quality industry placements

New delivery models for industry placements

For delivery in 2020 to 2021 academic year, we have updated some of the core principles that apply to T Level industry placements and introduced new models for the way industry placements can be delivered in the Construction and Engineering & Manufacturing routes, to reflect modern practices. These changes also apply to CDF industry placements and more information can be found in the industry placements delivery guidance on GOV.UK. Providers are expected to comply with this guidance for placements delivered in the 2020 to 2021 academic year onwards.

Delivering CDF industry placements over 2 academic years

From the 2020 to 2021 academic year, providers are able to deliver industry placements across 2 academic years where the student is on a 2-year programme. All industry placements must commence in the first year of a student's study programme (and during the CDF year funded), with the expectation that a minimum of 50% of a provider's placements being successfully completed by the end of the 2020 to 2021 academic year. The remainder of industry placements would need to be successfully completed by the end of 2021 to 2022 academic year, but they still form part of the 2020 to 2021 academic year target and cannot count towards delivery targets set for the 2021 to 2022 academic year.

Background

CDF is now in its third year of delivery. CDF is provided to facilitate the build-up of capacity and capability to deliver substantial industry placements. The number of industry placements successfully delivered in the previous 2 academic years is encouraging. Following on from this, we do expect that the number of successful industry placements will increase year on year in readiness for T Level roll out.

Funding for CDF was included in allocation statements for 2020 to 2021 academic year, as were the number of funded students and the minimum number of placements to be delivered.

2020 to 2021 academic year monitoring requirements

During the 2020 to 2021 academic year, monitoring returns are required to be submitted as a condition of funding, these are required by the 1 December 2020 and 11 June 2021. These provide us with information on the progress being made in building capacity and capability to deliver high quality, substantial industry placements as we scale up the delivery of T Levels. They also provide assurance that the funding is being used for the purpose intended and they also support the planning of future CDF funding allocations.

Where information supplied in the December return is not sufficient, providers may need to submit a further return asking for more information on how funds have been utilised. This will be required by 1 March 2021.

We will claw back funding under the usual arrangements should providers fail to demonstrate they have continued to support the development of industry placements and used the funding for the purpose intended in their monitoring returns.

The monitoring returns are compulsory, should you fail to submit a monitoring return, you may be in breach of your funding agreement and your CDF allocation may be at risk.

DfE Sign-in account and access to the monitoring form

To access the monitoring form, you must sign into your DfE Sign-in account. We strongly advise you to check that your DfE Sign-in details are valid and that you have the appropriate permissions to access DfE Sign-in in advance of the deadline of the first monitoring form due by 1 December 2020.

If you do not currently have an account, then you will need to create a DfE Sign-in account. Once you have an account, then the service 'Online Collection Service' and role 'Industry Placements CDF Monitoring' will need to be added to your account by a DfE Sign-in Approver at your organisation. Once you have access to the monitoring form, then on the DfE Sign-in page, enter your email address and password. This will take you to the Services page where you will need to choose 'Industry Placements CDF Monitoring'.

Once you have access to the DfE Sign-in account, you will then be directed to the relevant monitoring form. Open the monitoring form and complete the relevant sections. There is a save and return function if you would like to revisit your responses before you submit. Once you have answered the questions in the monitoring form, please submit your responses. You will then be sent an email confirmation with a pdf attachment containing your monitoring form responses. You can also sign back in at any time to view your responses by logging on to your DfE Sign-in account.

Qualifying providers

Providers funded by the ESFA for 16 to 19 study programmes with qualifying students as defined below were eligible to apply for CDF. This inclusive approach allows almost all providers currently offering vocational programmes that could evolve into one of the technical education routes to receive an allocation. CDF allocations made for 2020 to 2021 academic year were based on the number of qualifying students enrolled with each provider in 2018 to 2019 academic year.

To qualify for funding providers needed to have an Ofsted overall effectiveness grading of "Requires Improvement" or better. We based the Level of funding for each provider on the number of qualifying full-time students, at a rate of £250 per student enrolled on eligible programmes.

Providers should be clear that access to the CDF in the current year does not imply future eligibility to deliver or receive funding for the development or delivery of T Levels. We will monitor delivery of industry placements in 2020 to 2021 academic year via the monitoring forms.

Qualifying students

To calculate CDF allocations for 2020 to 2021 academic year we used actual year-end 2018 to 2019 academic year data to calculate qualifying student numbers and delivery targets.

A list of qualification types used to identify qualifying students is set out below. It should be noted that general vocational qualifications were included in calculating eligible student numbers but applied general qualifications (AGQs) were not. However, some AGQs will be regarded as counting towards the minimum delivery target in 2020 to 2021 academic year, they were excluded for the purpose of allocations.

Further information on qualifications that count towards your 2020 to 2021 academic year target including the selected AGQs can be found in the section titled qualifications that count towards the CDF target for the 2020 to 2021 academic year onwards

A list of AGQs excluded for the purpose of allocations can be found below:

The above criteria in no way indicates which qualifications will be subject to defunding in the future.

We expect to calculate the 2021 to 2022 academic year eligible students using the latest general vocational qualifications list and excluding AGQs, applied to 2020 to 2021 academic year end year data, but will keep this under review. We will also continue to prioritise Level 3 industry placements and decrease the proportion of Level 2 industry placements that will count towards the target in 2021 to 2022 academic year as we move towards focusing on the development of placements for T Levels. We are likely to fund Level 2 placements at a lower rate in 2021 to 2022 academic year.

General vocational qualification types at Levels 2 and 3 included in identification of qualifying students

The qualification types included in identifying qualifying students are listed below:

Advanced Diploma

Associate Diploma

Award

Certificate

Certificate of Competence

Diploma

Diploma (14 to 19)

Edexcel First Diploma (new syllabus)

Edexcel First Extended Certificate (2012 onwards)

Edexcel National Award

Edexcel National Certificate (new syllabus)

Edexcel National Diploma (new syllabus)

First Certificate

Introductory Certificate

National Certificate

National Diploma

National Extended Diploma

National Vocational Qualifications

Principal Learning within Diploma (14 to 19)

Professional Diploma

Qualifications that count towards the CDF target for the 2020 to 2021 academic year onwards

For 2020 to 2021 academic year, the proportion of qualifying students for whom we are expecting an industry placement to be completed is 25%.

From 2020 to 2021 academic year onwards, we are keen to ensure that CDF facilitates capacity building in the right areas as we roll out T Levels. Therefore, providers will be expected to arrange industry placements for students studying relevant qualifications only (see Qualifying students' section above) to count towards the 25% delivery target.

Sector subject areas for general vocational qualifications

Qualifying students on qualifications that count towards the delivery target from the Sector Subject Areas below will count towards the minimum delivery target:

These are the applied general qualifications (AGQs) that fall within the sector subject areas which are excluded for the purposes of identifying qualifying students but can be counted towards the 25% delivery target. These are all at level 3.

How to determine if a qualification counts towards the delivery target

In order to determine if a learning aim or qualification undertaken counts towards the 25% delivery target, providers can refer to the Learning Aims Reference Service (LARS). By searching for the learning aim or qualification within LARS a provider will be able to confirm the sector subject area (SSA) the learning aim or qualification is attributed to. A provider can then reference this to the list of SSAs included within the CDF guidance to ensure the learning aim or qualification can be counted towards the CDF target.

The SSAs listed in the guidance include all the general vocational qualifications at both level 2 and level 3 and the AGQs at level 3 that count towards the CDF delivery targets.

As T Levels are confirmed as being Level 3 programmes, we are prioritising Level 3 students in 2020 to 2021 academic year. Therefore, for delivery in 2020 to 2021 academic year, providers will be required to deliver at least 20% more Level 3 placements compared to their baseline split between Level 2 and Level 3 qualifying students.

By prioritising Level 3 students, the calculation increases the number of placements that need to be delivered for students on a Level 3 programme, however the overall delivery target set for the 2020 to 2021 academic year will remain at 25%.

For example, where a provider has 1,093 qualifying students (number of Level 2 students is 616 and the number of Level 3 students is 477).

they will need to deliver placements to 25% of their qualifying students, so 274 placements*

without the 20% uplift the minimum number of placements for Level 3 students would be 477 x 25% = 120

the minimum number of placements for Level 3 students including the 20% uplift is 120 x 1.2 = 144

the overall target remains at 274, so the Level 2 students' placements maximum is (274- 144 (Level 3 students minimum) = 130

*Figures for the above example have been rounded up

Providers were sent a letter on 17 July 2020 detailing the number of industry placements that confirmed the split between Level 2 and Level 3 placements to be delivered in the 2020 to 2021 academic year. This was calculated by looking at the proportion of qualifying students that were on Level 3 study programmes in 2019 to 2020 academic year, applying the proportion to the minimum number of placements required in 2020 to 2021 academic year and increasing the Level 3 delivery by 20%.

We will continue to prioritise Level 3 placements in the 2021 to 2022 academic year as T Levels are rolled out and this is likely to include increasing the proportion of Level 3 delivery required compared to Level 2 delivery, alongside reducing the funding rate for the Level 2 placements. This will support the building of T Level-appropriate placements.

We will be monitoring delivery of industry placements in the 2020 to 2021 academic year via the ILR and school census return. Therefore, it is imperative that the recording of industry placements is accurate. Further information on how to record industry placements in the ILR and school census can be found in the recording substantial industry placements and how this data will be used section.

Opting in for an allocation in 2021 to 2022

We expect that providers that received a CDF allocation in 2020 to 2021 academic year will also take advantage of CDF funding for 2021 to 2022 academic year (confirmation of funding subject to the Autumn Spending Review). The monitoring forms will be designed to let the DfE know your intention to deliver industry placements in 2021 to 2022 academic year by choosing whether to opt in or out of CDF in 2021 to 2022 academic year.

By "opting in" for CDF in 2021 to 2022 academic year providers will be agreeing to:

utilise the funding available to build capability and capacity for delivery of high-quality industry placements

deliver high quality industry placements from the 2021 to 2022 academic year, as set out in the industry placements delivery guidance on GOV.UK

deliver and complete a set number of high-quality industry placements in 2021 to 2022 academic year. The delivery target for 2021 to 2022 academic year has yet to be confirmed, but once we are clear on the full impact of COVID-19, we will update this guidance

continue to prioritise the delivery of industry placements for Level 3 students as we move towards T Levels and increase the proportion of Level 3 delivery compared to Level 2

complete 2 monitoring returns on 1 December 2021, and 10 June 2022, with an additional financial monitoring form return on 1 March 2022 if requested to do so.

conduct student satisfaction surveys

record all high-quality substantial industry placements fully in the Individualised Learner Record (ILR) or school census at each data return point

By "opting out" through the monitoring forms, providers will be indicating to the ESFA that providers do not wish to receive funding for 2021 to 2022 academic year.

Supporting students financially

Information relating to supporting students financially can be found on GOV.UK.

Recording substantial industry placements and how this data will be used

A requirement for receiving a CDF allocation is that you record all industry placements fully in the individualised learner record (ILR) or school census at each data return point. Providers have been notified of the minimum number of industry placement they must deliver for students on either a Level 2 or a Level 3 programme for delivery in the 2020 to 2021 academic year. Only qualifications in the relevant SSAs or from the eligible AGQ list will count towards the target. We will be reviewing the data to cross refer the number of placements providers have recorded in the ILR or school census against the data provided in monitoring forms. Providers must ensure that each industry placement is recorded correctly, showing the start and end date, and the number of planned hours.

The learning aim reference number on the ILR and the school census specifically for recording CDF industry placements is ZWRKX002.

CDF industry placements must take place on top of the existing study programme hours and CDF funding is allocated in addition to mainstream funding for qualifying students. Therefore, industry placement hours must not be included in the planned hours recorded for the study programme.

It is also important to note that, where hours are currently spent on work experience that is an existing and compulsory part of the qualification hours in a study programme, these work experience hours cannot be counted towards the industry placement hours delivered through CDF because providers are already being funded for these through mainstream funding. For the placement to be counted, students would need to do the required industry placement hours (minimum of 315) on top of any hours for the existing work experience that are recorded as planned 'qualification hours' on the ILR and school census.

Those students that were on an industry placement in the 2019 to 2020 academic year that are yet to be completed can continue the aims recorded in 2019 to 2020 academic year into 2020 to 2021 academic year, however providers are not able to record any new students on the old aim.

Providers that have been selected to deliver T Levels from 2020 to 2021 must undertake a substantial industry placement, but these cannot be counted in the CDF target.

T Level industry placements must be recorded using the learning aim reference number ZWRKX003.

This learning aim reference is specifically for T Level industry placement activity and that code must not be used for CDF industry placements. The guidance for how T Levels will be funded in 2020 to 2021 academic year is currently being updated and we expect to upload the revised guidance towards the end of August 2020. Further information about this guidance can be found on GOV.UK.

A recorded webinar will be available from September 2020 on how to complete the ILR or school census return. We will notify providers via the ESFA update when the webinar is available to view.

Annual funding agreements/contracts for services with providers

Clauses in our annual funding agreements/contracts for services with providers, include conditions relating to CDF funding:

where a provider does not meet the minimum number of placements, the ESFA may seek to recover funds, and/or may take this into consideration when considering future CDF allocations. [Please note that, due to the continuing COVID-19 restrictions, for the 2020 to 2021 academic year, we will not penalise providers for not meeting the delivery targets originally set]

where a provider is assessed to be financial health inadequate, or the provider / education and training provided is judged by Ofsted to be inadequate, the ESFA may withhold any remaining profiled allocations, and may take such assessments into consideration when considering future CDF allocations

where the provider does not submit the monitoring returns by the dates published, the ESFA may withdraw the 2020 to 2021 academic year CDF allocation and recover funding paid

These clauses may vary by provider type; therefore, it is advisable that providers become familiar with these new clauses in their Funding Agreements.

Please contact the Education and Skills Funding Agency for all enquiries.

Deadline for first monitoring form December 2020

1 December 2020

Feedback to providers regarding their first monitoring form for December 2020

February 2021

Deadline for the financial monitoring return in March 2021 (if applicable)

1 March 2021

Issue CDF allocation statements for 2021 to 2022 AY (as part of main 16-19 funding allocation)

March 2021

Feedback to providers regarding the financial monitoring return 2021 (if applicable)

April 2021

Deadline for monitoring form for June 2021 submitted

11 June 2021

Feedback to providers on their June 2020 monitoring form

July 2021

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Industry placements: capacity and delivery fund (CDF) for providers delivering in 2020 to 2021 academic year

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The purpose of this information is to detail the arrangements for delivering industry placements through the CDF for those providers in receipt of a CDF allocation in 2020 to 2021 academic year. This guidance replaces that published on the 17 July 2020 and responds to the continuing challenges providers are experiencing in light of COVID-19 restrictions.

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Information for post-16 providers on the next steps towards delivery of T Levels.

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Purpose

The purpose of this information is to detail the arrangements for delivering industry placements through the CDF for those providers in receipt of a CDF allocation in 2020 to 2021 academic year.

This guidance replaces that published on the 17 July 2020 and responds to the continuing challenges providers are experiencing in light of COVID-19 restrictions.

Industry placements need to include genuine and meaningful on-the-job experience where the student is able to experience the full range of realities of working, such as time keeping, commuting and interacting with colleagues face to face. Industry placements must be undertaken in a physical workplace environment and therefore placements are not currently permitted to be done remotely or virtually.

We recognise however, that industry placement delivery continues to be impacted by COVID-19. In view of this continuing challenge, we will apply the same flexibility for the 2020 to 2021 academic year as we did in the 2019 to 2020 academic year. In the 2020 to 2021 academic year, funding for CDF will not be clawed back if you are unable to meet your previously agreed target for the completion of industry placements.

We anticipate that you will continue to work to secure as many industry placements as possible for the remainder of the 2020 to 2021 academic year. The relaxation of the targets is on the assumption that you can demonstrate CDF has, and is continuing to support future delivery of quality industry placements. Activity to support delivery of industry placements should include:

the continued engagement with employers across different industries and develop engagement strategies for different industries

preparation for students for placements (such as through virtual training for work programmes)

alignment between curriculum planning and industry placement provision

development of matching processes for appropriate student placements

We will ask for evidence of these activities through the usual CDF monitoring process. We will continue to monitor the impact of COVID-19 on the ability of providers to deliver placements throughout the remainder of the 2020 to 2021 academic year.

We will still look to claw back funding under the usual arrangements should providers fail to demonstrate that they have continued to support the delivery of quality industry placements and have not used the funding for the purpose intended. Providers must avoid the risk of double funding through the CDF and the furlough scheme, we will seek to claw back funding should providers furlough staff involved in these activities.

However, you can be assured that funding for the 2020 to 2021 academic year will not be clawed back if you are unable to meet your 25% delivery target for the completion of industry placements in the 2020 to 2021 academic year, so long as you can demonstrate that the CDF has and is continuing to support future delivery of quality industry placements

New delivery models for industry placements

For delivery in 2020 to 2021 academic year, we have updated some of the core principles that apply to T Level industry placements and introduced new models for the way industry placements can be delivered in the Construction and Engineering & Manufacturing routes, to reflect modern practices. These changes also apply to CDF industry placements and more information can be found in the industry placements delivery guidance on GOV.UK. Providers are expected to comply with this guidance for placements delivered in the 2020 to 2021 academic year onwards.

Delivering CDF industry placements over 2 academic years

From the 2020 to 2021 academic year, providers are able to deliver industry placements across 2 academic years where the student is on a 2-year programme. All industry placements must commence in the first year of a student's study programme (and during the CDF year funded), with the expectation that a minimum of 50% of a provider's placements being successfully completed by the end of the 2020 to 2021 academic year. The remainder of industry placements would need to be successfully completed by the end of 2021 to 2022 academic year, but they still form part of the 2020 to 2021 academic year target and cannot count towards delivery targets set for the 2021 to 2022 academic year.

Background

CDF is now in its third year of delivery. CDF is provided to facilitate the build-up of capacity and capability to deliver substantial industry placements. The number of industry placements successfully delivered in the previous 2 academic years is encouraging. Following on from this, we do expect that the number of successful industry placements will increase year on year in readiness for T Level roll out.

Funding for CDF was included in allocation statements for 2020 to 2021 academic year, as were the number of funded students and the minimum number of placements to be delivered.

2020 to 2021 academic year monitoring requirements

During the 2020 to 2021 academic year, monitoring returns are required to be submitted as a condition of funding, these are required by the 1 December 2020 and 11 June 2021. These provide us with information on the progress being made in building capacity and capability to deliver high quality, substantial industry placements as we scale up the delivery of T Levels. They also provide assurance that the funding is being used for the purpose intended and they also support the planning of future CDF funding allocations.

Where information supplied in the December return is not sufficient, providers may need to submit a further return asking for more information on how funds have been utilised. This will be required by 1 March 2021.

We will claw back funding under the usual arrangements should providers fail to demonstrate they have continued to support the development of industry placements and used the funding for the purpose intended in their monitoring returns.

The monitoring returns are compulsory, should you fail to submit a monitoring return, you may be in breach of your funding agreement and your CDF allocation may be at risk.

DfE Sign-in account and access to the monitoring form

To access the monitoring form, you must sign into your DfE Sign-in account. We strongly advise you to check that your DfE Sign-in details are valid and that you have the appropriate permissions to access DfE Sign-in in advance of the deadline of the first monitoring form due by 1 December 2020.

If you do not currently have an account, then you will need to create a DfE Sign-in account. Once you have an account, then the service 'Online Collection Service' and role 'Industry Placements CDF Monitoring' will need to be added to your account by a DfE Sign-in Approver at your organisation. Once you have access to the monitoring form, then on the DfE Sign-in page, enter your email address and password. This will take you to the Services page where you will need to choose 'Industry Placements CDF Monitoring'.

Once you have access to the DfE Sign-in account, you will then be directed to the relevant monitoring form. Open the monitoring form and complete the relevant sections. There is a save and return function if you would like to revisit your responses before you submit. Once you have answered the questions in the monitoring form, please submit your responses. You will then be sent an email confirmation with a pdf attachment containing your monitoring form responses. You can also sign back in at any time to view your responses by logging on to your DfE Sign-in account.

Qualifying providers

Providers funded by the ESFA for 16 to 19 study programmes with qualifying students as defined below were eligible to apply for CDF. This inclusive approach allows almost all providers currently offering vocational programmes that could evolve into one of the technical education routes to receive an allocation. CDF allocations made for 2020 to 2021 academic year were based on the number of qualifying students enrolled with each provider in 2018 to 2019 academic year.

To qualify for funding providers needed to have an Ofsted overall effectiveness grading of "Requires Improvement" or better. We based the Level of funding for each provider on the number of qualifying full-time students, at a rate of £250 per student enrolled on eligible programmes.

Providers should be clear that access to the CDF in the current year does not imply future eligibility to deliver or receive funding for the development or delivery of T Levels. We will monitor delivery of industry placements in 2020 to 2021 academic year via the monitoring forms.

Qualifying students

To calculate CDF allocations for 2020 to 2021 academic year we used actual year-end 2018 to 2019 academic year data to calculate qualifying student numbers and delivery targets.

A list of qualification types used to identify qualifying students is set out below. It should be noted that general vocational qualifications were included in calculating eligible student numbers but applied general qualifications (AGQs) were not. However, some AGQs will be regarded as counting towards the minimum delivery target in 2020 to 2021 academic year, they were excluded for the purpose of allocations.

Further information on qualifications that count towards your 2020 to 2021 academic year target including the selected AGQs can be found in the section titled qualifications that count towards the CDF target for the 2020 to 2021 academic year onwards

A list of AGQs excluded for the purpose of allocations can be found below:

The above criteria in no way indicates which qualifications will be subject to defunding in the future.

We expect to calculate the 2021 to 2022 academic year eligible students using the latest general vocational qualifications list and excluding AGQs, applied to 2020 to 2021 academic year end year data, but will keep this under review. We will also continue to prioritise Level 3 industry placements and decrease the proportion of Level 2 industry placements that will count towards the target in 2021 to 2022 academic year as we move towards focusing on the development of placements for T Levels. We are likely to fund Level 2 placements at a lower rate in 2021 to 2022 academic year.

General vocational qualification types at Levels 2 and 3 included in identification of qualifying students

The qualification types included in identifying qualifying students are listed below:

Advanced Diploma

Associate Diploma

Award

Certificate

Certificate of Competence

Diploma

Diploma (14 to 19)

Edexcel First Diploma (new syllabus)

Edexcel First Extended Certificate (2012 onwards)

Edexcel National Award

Edexcel National Certificate (new syllabus)

Edexcel National Diploma (new syllabus)

First Certificate

Introductory Certificate

National Certificate

National Diploma

National Extended Diploma

National Vocational Qualifications

Principal Learning within Diploma (14 to 19)

Professional Diploma

Qualifications that count towards the CDF target for the 2020 to 2021 academic year onwards

For 2020 to 2021 academic year, the proportion of qualifying students for whom we are expecting an industry placement to be completed is 25%.

From 2020 to 2021 academic year onwards, we are keen to ensure that CDF facilitates capacity building in the right areas as we roll out T Levels. Therefore, providers will be expected to arrange industry placements for students studying relevant qualifications only (see Qualifying students' section above) to count towards the 25% delivery target.

Sector subject areas for general vocational qualifications

Qualifying students on qualifications that count towards the delivery target from the Sector Subject Areas below will count towards the minimum delivery target:

These are the applied general qualifications (AGQs) that fall within the sector subject areas which are excluded for the purposes of identifying qualifying students but can be counted towards the 25% delivery target. These are all at level 3.

How to determine if a qualification counts towards the delivery target

In order to determine if a learning aim or qualification undertaken counts towards the 25% delivery target, providers can refer to the Learning Aims Reference Service (LARS). By searching for the learning aim or qualification within LARS a provider will be able to confirm the sector subject area (SSA) the learning aim or qualification is attributed to. A provider can then reference this to the list of SSAs included within the CDF guidance to ensure the learning aim or qualification can be counted towards the CDF target.

The SSAs listed in the guidance include all the general vocational qualifications at both level 2 and level 3 and the AGQs at level 3 that count towards the CDF delivery targets.

As T Levels are confirmed as being Level 3 programmes, we are prioritising Level 3 students in 2020 to 2021 academic year. Therefore, for delivery in 2020 to 2021 academic year, providers will be required to deliver at least 20% more Level 3 placements compared to their baseline split between Level 2 and Level 3 qualifying students.

By prioritising Level 3 students, the calculation increases the number of placements that need to be delivered for students on a Level 3 programme, however the overall delivery target set for the 2020 to 2021 academic year will remain at 25%.

For example, where a provider has 1,093 qualifying students (number of Level 2 students is 616 and the number of Level 3 students is 477).

they will need to deliver placements to 25% of their qualifying students, so 274 placements*

without the 20% uplift the minimum number of placements for Level 3 students would be 477 x 25% = 120

the minimum number of placements for Level 3 students including the 20% uplift is 120 x 1.2 = 144

the overall target remains at 274, so the Level 2 students' placements maximum is (274- 144 (Level 3 students minimum) = 130

*Figures for the above example have been rounded up

Providers were sent a letter on 17 July 2020 detailing the number of industry placements that confirmed the split between Level 2 and Level 3 placements to be delivered in the 2020 to 2021 academic year. This was calculated by looking at the proportion of qualifying students that were on Level 3 study programmes in 2019 to 2020 academic year, applying the proportion to the minimum number of placements required in 2020 to 2021 academic year and increasing the Level 3 delivery by 20%.

We will continue to prioritise Level 3 placements in the 2021 to 2022 academic year as T Levels are rolled out and this is likely to include increasing the proportion of Level 3 delivery required compared to Level 2 delivery, alongside reducing the funding rate for the Level 2 placements. This will support the building of T Level-appropriate placements.

We will be monitoring delivery of industry placements in the 2020 to 2021 academic year via the ILR and school census return. Therefore, it is imperative that the recording of industry placements is accurate. Further information on how to record industry placements in the ILR and school census can be found in the recording substantial industry placements and how this data will be used section.

Opting in for an allocation in 2021 to 2022

We expect that providers that received a CDF allocation in 2020 to 2021 academic year will also take advantage of CDF funding for 2021 to 2022 academic year (confirmation of funding subject to the Autumn Spending Review). The monitoring forms will be designed to let the DfE know your intention to deliver industry placements in 2021 to 2022 academic year by choosing whether to opt in or out of CDF in 2021 to 2022 academic year.

By "opting in" for CDF in 2021 to 2022 academic year providers will be agreeing to:

utilise the funding available to build capability and capacity for delivery of high-quality industry placements

deliver high quality industry placements from the 2021 to 2022 academic year, as set out in the industry placements delivery guidance on GOV.UK

deliver and complete a set number of high-quality industry placements in 2021 to 2022 academic year. The delivery target for 2021 to 2022 academic year has yet to be confirmed, but once we are clear on the full impact of COVID-19, we will update this guidance

continue to prioritise the delivery of industry placements for Level 3 students as we move towards T Levels and increase the proportion of Level 3 delivery compared to Level 2

complete 2 monitoring returns on 1 December 2021, and 10 June 2022, with an additional financial monitoring form return on 1 March 2022 if requested to do so.

conduct student satisfaction surveys

record all high-quality substantial industry placements fully in the Individualised Learner Record (ILR) or school census at each data return point

By "opting out" through the monitoring forms, providers will be indicating to the ESFA that providers do not wish to receive funding for 2021 to 2022 academic year.

Supporting students financially

Information relating to supporting students financially can be found on GOV.UK.

Recording substantial industry placements and how this data will be used

A requirement for receiving a CDF allocation is that you record all industry placements fully in the individualised learner record (ILR) or school census at each data return point. Providers have been notified of the minimum number of industry placement they must deliver for students on either a Level 2 or a Level 3 programme for delivery in the 2020 to 2021 academic year. Only qualifications in the relevant SSAs or from the eligible AGQ list will count towards the target. We will be reviewing the data to cross refer the number of placements providers have recorded in the ILR or school census against the data provided in monitoring forms. Providers must ensure that each industry placement is recorded correctly, showing the start and end date, and the number of planned hours.

The learning aim reference number on the ILR and the school census specifically for recording CDF industry placements is ZWRKX002.

CDF industry placements must take place on top of the existing study programme hours and CDF funding is allocated in addition to mainstream funding for qualifying students. Therefore, industry placement hours must not be included in the planned hours recorded for the study programme.

It is also important to note that, where hours are currently spent on work experience that is an existing and compulsory part of the qualification hours in a study programme, these work experience hours cannot be counted towards the industry placement hours delivered through CDF because providers are already being funded for these through mainstream funding. For the placement to be counted, students would need to do the required industry placement hours (minimum of 315) on top of any hours for the existing work experience that are recorded as planned 'qualification hours' on the ILR and school census.

Those students that were on an industry placement in the 2019 to 2020 academic year that are yet to be completed can continue the aims recorded in 2019 to 2020 academic year into 2020 to 2021 academic year, however providers are not able to record any new students on the old aim.

Providers that have been selected to deliver T Levels from 2020 to 2021 must undertake a substantial industry placement, but these cannot be counted in the CDF target.

T Level industry placements must be recorded using the learning aim reference number ZWRKX003.

This learning aim reference is specifically for T Level industry placement activity and that code must not be used for CDF industry placements. The guidance for how T Levels will be funded in 2020 to 2021 academic year is currently being updated and we expect to upload the revised guidance towards the end of August 2020. Further information about this guidance can be found on GOV.UK.

A recorded webinar will be available from September 2020 on how to complete the ILR or school census return. We will notify providers via the ESFA update when the webinar is available to view.

Annual funding agreements/contracts for services with providers

Clauses in our annual funding agreements/contracts for services with providers, include conditions relating to CDF funding:

where a provider does not meet the minimum number of placements, the ESFA may seek to recover funds, and/or may take this into consideration when considering future CDF allocations. [Please note that, due to the continuing COVID-19 restrictions, for the 2020 to 2021 academic year, we will not penalise providers for not meeting the delivery targets originally set]

where a provider is assessed to be financial health inadequate, or the provider / education and training provided is judged by Ofsted to be inadequate, the ESFA may withhold any remaining profiled allocations, and may take such assessments into consideration when considering future CDF allocations

where the provider does not submit the monitoring returns by the dates published, the ESFA may withdraw the 2020 to 2021 academic year CDF allocation and recover funding paid

These clauses may vary by provider type; therefore, it is advisable that providers become familiar with these new clauses in their Funding Agreements.

Please contact the Education and Skills Funding Agency for all enquiries.

Deadline for first monitoring form December 2020

1 December 2020

Feedback to providers regarding their first monitoring form for December 2020

February 2021

Deadline for the financial monitoring return in March 2021 (if applicable)

1 March 2021

Issue CDF allocation statements for 2021 to 2022 AY (as part of main 16-19 funding allocation)

March 2021

Feedback to providers regarding the financial monitoring return 2021 (if applicable)

April 2021

Deadline for monitoring form for June 2021 submitted

11 June 2021

Feedback to providers on their June 2020 monitoring form

July 2021

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Industry placements: capacity and delivery fund (CDF) for providers delivering in 2020 to 2021 academic year

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The purpose of this information is to detail the arrangements for delivering industry placements through the CDF for those providers in receipt of a CDF allocation in 2020 to 2021 academic year. This guidance replaces that published on the 17 July 2020 and responds to the continuing challenges providers are experiencing in light of COVID-19 restrictions.

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Implementation plans, funding guidance, answers to common questions about T Levels.

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Whilst I know colleges are facing challenges for a variety of reasons, the industry placement element of T Levels is understandably a key area of concern, as the impact of Covid-19 on businesses continues to unfold. Engagement from employers to deliver industry placements will be key and we will continue to offer targeted support to providers in order to make this happen. Before the outbreak, the National Apprenticeship Service had worked with over 16,000 employers as part of their industry placement matching service. We will continue to monitor the regional and industry challenges caused by Covid-19 and will target our support to ensure that businesses are able to offer placements where possible. We have also launched a package of employer support which includes guidance and webinars for employers on industry placements across all industries, which can be accessed here: https://www.employerindustryplacements.co.uk/
Gillian Keegan is the Apprenticeships and skills minister and the MP for Chichester

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Whilst I know colleges are facing challenges for a variety of reasons, the industry placement element of T Levels is understandably a key area of concern, as the impact of Covid-19 on businesses continues to unfold. Engagement from employers to deliver industry placements will be key and we will continue to offer targeted support to providers in order to make this happen.

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Additional breakdowns of this data are available in the FE data library. If you need help finding a specific dataset, please use the table finder tool to search for different breakdowns.

Replacement of in-year further education and apprenticeship publications

Due to the impact of coronavirus (COVID-19) on further education and apprenticeship training activity, and the reporting of data, the Department for Education replaced the planned further in-year statistics releases after the 'Apprenticeships and traineeships: April 2020' release. We will publish the end-of-year releases normally published in November, but replacing the remaining in-year dates enables us to provide releases with more relevant information to cover the period affected by the outbreak.

We intend to make headline statistics such as apprenticeship starts available on a regular basis, and to similar timescales to those currently, but we intend to repurpose our releases to focus on the most relevant information available. Please read 'Apprenticeship and traineeships: May 2020' commentary document for more information on the replacement to publications and request for user feedback.

Email fe.officialstatistics@education.gov.uk to tell us about your key data needs. We'd particularly like to know how often you need data and how you'd like it broken down. For example, by age, level and individual framework or standard.

Read Statistics at DfE to find out about any changes.

Changes to further education and skills statistics

We will move all our further education and apprenticeship releases to a new platform during 2020. These plans are detailed in the 'main text' documents in the latest releases.

Headline further education figures in the Further education and skills: March 2020 release include traineeships and apprenticeships where appropriate. There's separate commentary specific to these at Apprenticeships and traineeships: April 2020.

The most recent statistics covering apprenticeship starts, apprenticeship service registrations, learner participation and achievements in the further education and skills sector.

Earlier releases covering the number of apprenticeship starts and apprenticeship service registrations. These statistics are released monthly.

Earlier statistics covering the number of apprenticeships and traineeships in England.

Earlier statistics covering post-16 learner participation and achievements in further education (FE) and skills training.

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Statistics: further education and skills

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Additional breakdowns of this data are available in the FE data library. If you need help finding a specific dataset, please use the table finder tool to search for different breakdowns. Due to the impact of coronavirus (COVID-19) on further education and apprenticeship training activity, and the reporting of data, the Department for Education replaced the planned further in-year statistics releases after the 'Apprenticeships and traineeships: April 2020' release.

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More than 5,000 qualifications in England studied by few or, in some cases, no students are being scrapped.

The Department for Education is pulling funding from about 40% of the 12,000 post-16 qualifications as it prepares to introduce new T-levels in September.

T-levels are post-GCSE courses, equivalent to three A-levels, developed in collaboration with businesses.

Education Secretary Gavin Williamson said finding the right course was like looking for a needle in a haystack.

He added: "Removing funding for qualifications that have no or low numbers of enrolments will help make sure students have a clearer choice of the qualifications on offer, and ensure they get the skills they need to progress."

The move is the latest step in the government's wider review of post-16 qualifications at Level 3 - A-level standard - and below.

But the head of the well respected qualification provider City and Guilds said the move would be "disastrous for social mobility".

The qualifications purge will move closer to a system where teenagers choose at age 16 from one of three routes - A-levels, apprenticeships or T-levels.

But Tom Bewick, the head of the trade association for examining bodies the Federation of Awarding Bodies, told BBC Radio 4's Today programme: "There are 50,000 degree courses in this country, and you haven't had a vice-chancellor sitting here in front of you having to explain why there is so many."

He questioned whether Whitehall officials were the people best placed, to make "really important life chance decisions about qualifications".

"This is clearly a very top down review... vocational technical qualifications have been a great idea but they're for other people's children - and they certainly aren't for the people that are in the senior levels within the Department for Education."

What are T-levels?

T-levels will offer students a mixture of classroom learning and "on-the-job" experience during an industry placement. The first three will be available in some qualifications from September, but only 2,000 places will be on offer initially.

The qualifications - in subjects such as accountancy, catering, finance, hair and beauty and manufacturing - have been developed in collaboration with employers and businesses to meet the needs of industry and prepare students for work.

Candidates will be awarded one of four overall grades after their two years of study, ranging from distinction* to a pass.

They will also get a nationally recognised certificate which will show their overall grade and a breakdown of what they have achieved across the T-level programme.

The aim of Thursday's announcement was to ensure all qualifications on offer were high-quality, necessary, and supported students to progress into employment or further study, the DfE said.

The kind of qualifications being scrapped are certificates for specific businesses or jobs, such as dry-stone walling, nail art and warehouse management, but they also include entry-level qualifications and one designed to boost the confidence of pupils who struggle with learning.

Some qualifications aimed at pupils with learning and physical disabilities are being axed, too.

The move is also intended to ensure funding goes towards more popular qualifications that help students learn skills they need to go on to have successful careers.

The government is seeking views on whether any of the 5,000 qualifications on the list should continue to attract public funding

Mr Bewick said not everyone would feel one of the three routes was suitable for them.

He said: "Clearly where there are qualifications where they are no longer in demand, they will discontinue."

But he gave the example of one of the qualifications which could be at risk - Level 3 in aromatherapy, used by the Royal National College for the Blind.

"It's actually a qualification that helps learners who have visual impairment gain access employment in the therapeutic and spa industries," he said. "It enrols very few numbers but nevertheless that's an example of a very niche qualification that helps people into the labour market."

He said: "We have got young people, who are leaving school who are turned off by classroom learning. They need opportunities for learning by doing, to get practical vocational qualifications."

City and Guilds chief executive Kirstie Donnelly said many students were simply not ready to make the jump from GCSEs to T-levels.

The introduction of T-levels is the biggest shake-up in vocational education in a generation. They will be tough and are meant to help more people to attain the higher-level skills businesses say they need.

Each year, about 70,000 teenagers in England do not pass a single GCSE at Grade 4 or above. A further 136,000 do not get a single GCSE at the strong pass, Grade 5.

For those expected to then go on to study T-levels, a transition year will try to help them prepare - but not all will be able to make the leap.

And some of the qualifications being scrapped were aimed at these very teenagers, who may be disengaged and lacking in basic employability skills.

"Removing that vital rung on the skills ladder towards Level 3 and above will be disastrous for social mobility and leave more and more people stranded with no route into work," she said.

"We urge the government to think carefully before removing this lifeline for people and leaving employers unable to access the skilled workforces they need."

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Plug pulled on 5,000 post-GCSE qualifications

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More than 5,000 qualifications in England studied by few or, in some cases, no students are being scrapped. The Department for Education is pulling funding from about 40% of the 12,000 post-16 qualifications as it prepares to introduce new T-levels in September. T-levels are post-GCSE courses, equivalent to three A-levels, developed in collaboration with businesses.

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Summary

Providers are asked to express an interest in the delivery of T Levels from 2022 to 2023 academic year and those meeting the eligibility criteria will be invited to deliver T Levels from 2022 to 2023 academic year.

The closing date for applications is midnight on 28 February 2020.

The list of current T Level providers is available at GOV.UK. If you wish to deliver T Levels from 2022 to 2023 academic year you will be required to complete an expression of interest via an electronic form.

Please note, successful 2020 and 2021 providers do not need to submit a further expression of interest to deliver additional T Levels in 2022 to 2023 academic year.

2020 providers will be able to deliver any of the T Levels available from September 2022, subject to meeting the awarding body centre approval requirements and providing a return to the Education and Skills Funding Agency (ESFA) as part of the implementation planning process in late May 2020.

2021 providers will also be able to expand their offer to deliver T Levels available from September 2022, as long as they are currently delivering to a minimum of 10 qualifying students per T Level route (subject area). This will be collected as part of your May 2020 implementation plan return.

Timescales for applications to deliver T Levels from 2022 to 2023 academic year

9 January 2020

Guidance and link published for providers to express an interest

28 February 2020 (midnight)

Deadline for expression of interest to be submitted by providers

31 May 2020

All providers to receive notification of the outcome of their expression of interest

Late June

Induction event for successful providers

31 October 2020

First draft of provider implementation plans due to be submitted by selected providers

Background

The T Level Action Plan 2019 provided an implementation update for individuals and organisations interested in delivering T Levels. It gives information about progress made in the development and delivery of T Levels, working with a wide range of deliver partners, including details of which T Levels will be available for delivery from 2022 to 2023 academic year and the criteria for delivery.

T Levels will have credibility with employers and prepare young people for skilled jobs of the future, supporting the aims of the UK's Industrial Strategy to boost productivity and earning power across the country.

The criteria to select providers for T Level delivery from 2022 to 2023 academic year has been developed to recognise providers delivering high quality technical education to students in subjects similar to the T Levels they wish to deliver.

The purpose of this guidance is to:

detail what is required of providers wanting to deliver T Levels from 2022 to 2023 academic year

set out how providers can express an interest and the deadline for doing so

outline how we will make the final selection of providers

T Levels available in 2022 to 2023 academic year

As set out in the Action Plan 2019, there are 18 T Level pathways from 7 T Level routes available from September 2022.

Table 1 - The 18 T Level pathways from the 7 routes that will be available for teaching from September 2022 and the relevant Sector Subject Areas (for the purpose of identifying qualifying students)

Please note: For the purposes of identifying relevant current provision, SSAs are applied to the T Level route and are not used to distinguish between T Level pathways.

We announced in the 2019 T Level action plan in Autumn 2019 which T Levels will be available from September 2022. The Institute for Apprenticeships and Technical Education is responsible for awarding contracts to Awarding Organisations who will develop the full qualifications for delivery as per Table 1.

Future indicative planning numbers

In the expression of interest, we will ask you to project your potential T Level numbers. This is not for the purpose of determining your eligibility but to assist us with estimating the likely number of students per T Level (rather than at route level). In order to do this providers are asked to refer to the T Level outline content and occupational maps to identify how closely any qualifications they currently deliver are related to the T Level(s) they are applying to delivery from 2022 to 2023 academic year in order to assist them to project their possible T Level numbers.

Eligibility for providers for delivery from 2022 to 2023 academic year

Only providers funded by ESFA for 16 to 19 study programmes with qualifying students are eligible to deliver T Levels from 2022 to 2023. There is no restriction on the type of provider that can express an interest provided they meet the criteria below.

Providers will need to be registered with DfE sign in and will be able to submit one expression of interest per institution.

Providers meeting the criteria below are invited to express an interest in delivering T Levels in 2022 to 2023 academic year. Providers who express an interest will need to:

have an Ofsted overall effectiveness rating of Good or Outstanding
providers who do not yet have an Ofsted rating must be able to demonstrate that they have an equivalent standard of quality

have at least satisfactory/requires improvement financial health

currently be delivering to a minimum of 10 students per T Level route they apply to deliver

We wish to select providers with some experience of delivering this type of classroom-based provision. To identify a proxy for students who are studying in the same subject area as a T Level route we will use 2018 to 2019 academic year end-year data from the Individualised Learner Record (ILR), HESA Data and the school census. Prospective providers should use these data sets to identify their qualifying students. Students that meet all of the following criteria are treated as qualifying students:

full-time, that is those with total planned hours recorded as above 540 if aged 16 or 17 and 450 hours for an 18 year old

students that have met the qualifying start period for their study programme

students aged 16, 17 and 18

students aged 19 to 24 with an education, health and care plan

students who are enrolled on a level 3 programme (and/or level 2 for construction), with a vocational core aim, which is within the SSA(s) relevant to the T Levels (see table 1) that will be available for delivery in 2022 to 2023 academic year (and is of a relevant qualification type)

Students who are 19 years old at the beginning of their 2 year programme (and who do not have an education, health and care plan) are not included.

Young people registered as Apprentices are not included in the eligibility criteria.

Relevant qualifications used are those that are:

level 3 technical or vocational qualifications; or

for the construction route only level 2 technical or vocational qualifications, that meet all of the other criteria

at least 360 Guided Learning Hours (GLH) (the size of an A level)

within the sector subject areas (SSAs) for the route in which the T Levels sit as illustrated in table 1

categorised as an Occupational Qualification, Other General Qualification, QCF Qualification or a Vocationally Related Qualification. These can be found on the Ofqual website

It is important to us that providers are financially stable, so their provision is more likely to continue for the long term. We reserve the right to exclude any provider where a Financial Notice to Improve (FNTI), Notice to Improve (NTI), or Notice of Concern (NoC) is in place, where a provider is at risk of financial difficulty or where there are any other known issues that could prevent or affect quality delivery.

If a provider's status changes against any of the published criteria between when we consider your expression of interest and delivery, we reserve the right to review your continued participation in the group of 2022 providers.

Requirements for delivery of T Levels in 2022 to 2023 academic year

Successful providers will be required to complete an implementation plan and statistical annex detailing the actions they will take to be ready for T Level implementation. It has been designed with providers input, as a supportive planning tool. You can find an overview of the current T Level implementation plan process, guidance on how to complete an implementation plan template, and the template on the T Level - implementation plan page. The exact format for future years may change.

Providers expressing an interest to deliver T Levels from 2022 to 2023 are committing to:

offer high quality T Levels that will support progression for students into skilled employment or higher levels of education or training

identify and recruit a suitable cohort

ensure students taking a T Level will develop the numeracy, literacy, digital and wider transferable skills, attitudes and behaviours needed to succeed in occupations relevant to their chosen routes and the wider workplace of the future

work collaboratively with employers to offer a substantial industry placement with an employer, away from the students' learning environment

ensure the inclusion of the T Levels they plan to deliver in the Further Education Course Directory

How to express an interest to deliver T Levels in 2022 to 2023

Providers will be required to sign up to DfE sign in prior to completing the expression of interest. The deadline for submitting an expression of interest is 12 midnight on 28 February 2020.

Providers are invited to express an interest to deliver any of the T Level pathways available from September 2022.

To do this, all providers will be required to complete and submit one expression of interest to the ESFA. The questions in the expression of interest are to assess whether providers meet the criteria requirements. Some questions will ask providers to demonstrate how they meet the criteria, so that we are able to understand whether they meet the benchmarks overall. Separate guidance is available on how to complete the expression of interest.

Providers will be able to save, review and change their expression of interest before submitting it. After submitting the form, the named T Level and Head of Organisation contacts will be emailed a copy of the submitted expression of interest.

Failure to submit the form before 12 midnight on 28 February 2020, will mean ESFA will not receive your expression of interest, therefore the application will not be considered.

If you do not receive an email confirming your submitted expression of interest with a reference number, please contact us by completing an enquiry form and quote 'T Level 2022 EoI', your provider name and your UKPRN.

We have published a guide to completing your expression of interest.

T Levels - how to complete your expression of interest to deliver in academic year 2022 to 2023

We will notify providers of the outcome of their expression of interest by the end of May 2020. After providers have received confirmation of their eligibility to deliver T Levels from 2022 to 2023 they will be given one week to confirm that they wish to deliver T Levels from September 2022.

Rollout of T Levels and selection of providers from 2022 onwards

We announced in the 2019 T Level action plan which T Levels will be available from September 2022 in autumn 2019, and we continue to work closely with the Institute. We currently expect roll out to be significantly increased at this stage as T Levels become a more 'mainstream' part of the 16 to 19 qualifications offer.

The availability of extra funding for T Levels being delivered for the first time is yet to be determined.

T Level Transition Programme

As stated in the T Level Action Plan we are developing a T Level Transition Programme, which will be focused on providing effective preparation for students to complete a T Level. It will be targeted at students who are not ready to start a T Level, but have the potential to progress onto one following a tailored preparation programme. We are currently working with those T Level 2020 providers taking part in phased implementation of the T Level Transition Programme, to develop their programme for first delivery in 2020 to 2021 academic year. Our T Level Transition Programme framework for delivery sets out information and expectations for how the programme should be delivered by these providers in the first year.

We are not currently planning a separate expression of interest process for providers to apply to deliver the T Level Transition Programme from September 2022. We will ask providers selected for T Level delivery in 2022, and those 2020 and 2021 providers not currently taking part, to opt in, through the implementation planning process.

Therefore, the expression of interest may be your only opportunity to be involved in early delivery of the Transition Programme.

ESFA enquiries

For all enquiries please submit an enquiry form and quote 'T Levels 2022 EoI', your provider name and your reference number or UKPRN.

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T Levels - how to express an interest to deliver from 2022 to 2023 academic year

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Providers are asked to express an interest in the delivery of T Levels from 2022 to 2023 academic year and those meeting the eligibility criteria will be invited to deliver T Levels from 2022 to 2023 academic year. The closing date for applications is midnight on 28 February 2020.

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T Level provision and industry placement funding

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T Level provision and industry placement funding

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DfE's T Level funding consultation outlined plans to adjust the formula and to use planned numbers to fund 2020 providers. Meanwhile capacity and delivery funding is due to diminish as the number of students taking predecessor qualifications declines. A cautious assumption might be to assume declining funding here offset by planned growth in T-level provision for those selected either as 2020 or 2021 providers.

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A World Class Workforce for World Class Skills

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A World Class Workforce for World Class Skills

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T Level Placements Should Be More Flexible

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T Level Placements Should Be More Flexible

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NFER Report

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10.12.19 T-Level Placements Should Be More Flexible, NFER Report Says

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The Department for Education has confirmed plans to withdraw funding for 163 qualifications that "overlap" with A-levels - including 76 BTECs.

Ministers announced in March that they were considering withdrawing funding for "duplicate" qualifications, amid concerns some do not provide the same high-quality education as A-levels and other equivalents.

Now the list of qualifications facing having funding withdrawn has been released, and the government has also confirmed it will also prevent any new qualification at the same level from getting funding approval from next year.

The move is part of a crackdown on "poor quality post-16 qualifications", and follows the first part of a two-stage consultation to decide the future of over 12,000 vocational qualifications at level 3 and below.

The government wants to make A-levels, T-levels and apprenticeships the "gold standard" option for young people after they take their GCSEs from 2020.

It will only continue to fund alternative qualifications at level 3 and below - such as applied generals, BTECs and Tech Levels - if they are "high quality, are necessary, have a clear purpose, and lead to good outcomes".

"I have previously said you cannot legislate for parity of esteem between technical and academic education - you've got to ensure high standards, then the esteem will come," the education secretary Damian Hinds said today.

"Our unrelenting focus on improving the quality of the qualifications available is key to this.

"The current system is confusing and complicated, with more than 12,000 qualifications available at Level 3 and below. We are reviewing qualifications to boost the quality of the options out there so more students and parents will trust them."

Some sector leaders have expressed concern that the level 3 and below review is manipulation of the market - something the skills minister Anne Milton has strongly denied.

Today's announcement said the removal of duplicate qualifications from August 2020 would ensure "that students take the newer, more rigorous versions".

The DfE will also introduce a "funding moratorium on any new qualifications from 2020", to "avoid adding to the already confusing and complicated system of over 12,000 qualifications already available at these levels".

The government's own response to its first consultation will be published alongside the launch of the second consultation, which will set out more detailed proposals for change, including the criteria that will be used to determine whether a qualification will be approved for public funding.

The qualifications facing the chop

BTECs

50062451 Pearson BTEC Level 3 Subsidiary Diploma in Understanding Enterprise and Entrepreneurship (QCF)

50062463 Pearson BTEC Level 3 Diploma in Enterprise and Entrepreneurship (QCF)

50066730 Pearson BTEC Level 3 Diploma in Applied Science (QCF)

50067205 Pearson BTEC Level 3 Extended Diploma in Applied Science (QCF)

50067254 Pearson BTEC Level 3 Subsidiary Diploma in Applied Science (QCF)

50067266 Pearson BTEC Level 3 Certificate in Applied Science (QCF)

50067461 Pearson BTEC Level 3 Extended Diploma in Business (QCF)

50067473 Pearson BTEC Level 3 Diploma in Business (QCF)

50067485 Pearson BTEC Level 3 Certificate in Business (QCF)

50067503 Pearson BTEC Level 3 Subsidiary Diploma in Business (QCF)

50067515 Pearson BTEC Level 3 Subsidiary Diploma in Sport (QCF)

50067539 Pearson BTEC Level 3 Certificate in Sport (QCF)

50067552 Pearson BTEC Level 3 Diploma in Sport (QCF)

50067643 Pearson BTEC Level 3 Extended Diploma in Sport (QCF)

50067655 Pearson BTEC Level 3 Subsidiary Diploma in Sport and Exercise Sciences (QCF)

50067667 Pearson BTEC Level 3 Diploma in Sport and Exercise Sciences (QCF)

50068015 Pearson BTEC Level 3 Extended Diploma in Sport and Exercise Sciences (QCF)

50068726 Pearson BTEC Level 3 Extended Diploma in Performing Arts (QCF)

50068738 Pearson BTEC Level 3 Diploma in Performing Arts (QCF)

50069196 Pearson BTEC Level 3 Subsidiary Diploma in Performing Arts (QCF)

50069202 Pearson BTEC Level 3 Certificate in Performing Arts (QCF)

50071440 Pearson BTEC Level 3 Subsidiary Diploma in Art and Design (QCF)

50073333 Pearson BTEC Level 3 Certificate in Art and Design (QCF)

50077132 Pearson BTEC Level 3 Certificate in Applied Law (QCF)

50077181 Pearson BTEC Level 3 Certificate in Music (QCF)

50079281 Pearson BTEC Level 3 Foundation Diploma in Art and Design

50081561 Pearson BTEC Level 3 Certificate in Engineering (QCF)

50091475 Pearson BTEC Level 3 Subsidiary Diploma in IT (QCF)

50091487 Pearson BTEC Level 3 Certificate in IT (QCF)

50093174 Pearson BTEC Level 3 Subsidiary Diploma in Health and Social Care (QCF)

50094658 Pearson BTEC Level 3 Diploma in Health and Social Care (QCF)

50095018 Pearson BTEC Level 3 Extended Diploma in Health and Social Care (QCF)

50097878 Pearson BTEC Level 3 Certificate in Travel and Tourism (QCF)

60038871 Pearson BTEC Level 3 90-credit Diploma in IT (QCF)

60038895 Pearson BTEC Level 3 90-credit Diploma in Business (QCF)

60039309 Pearson BTEC Level 3 90-credit Diploma in Sport and Exercise Sciences (QCF)

60039310 Pearson BTEC Level 3 90-credit Diploma in Sport (QCF)

60058493 Pearson BTEC Level 3 90-credit Diploma in Applied Science (QCF)

60061789 Pearson BTEC Level 3 90-credit Diploma in Health and Social Care (QCF)

60105021 Pearson BTEC Level 3 Extended Diploma in Enterprise and Entrepreneurship (QCF)

6003953X Pearson BTEC Level 3 90-credit Diploma in Performing Arts (QCF)

6010501X Pearson BTEC Level 3 90-credit Diploma in Enterprise and Entrepreneurship (QCF)

50071373 Pearson BTEC Level 3 Diploma in Construction and the Built Environment (QCF)

50071397 Pearson BTEC Level 3 Extended Diploma in Construction and the Built Environment (QCF)

50071403 Pearson BTEC Level 3 Subsidiary Diploma in Construction and the Built Environment (QCF)

50072833 Pearson BTEC Level 3 Diploma in Mechanical Engineering (QCF)

50072961 Pearson BTEC Level 3 Extended Diploma in Mechanical Engineering (QCF)

50073199 Pearson BTEC Level 3 Diploma in Manufacturing Engineering (QCF)

50077995 Pearson BTEC Level 3 Diploma in Aeronautical Engineering (QCF)

50078008 Pearson BTEC Level 3 Extended Diploma in Aeronautical Engineering (QCF)

50080970 Pearson BTEC Level 3 Extended Diploma in Electrical/Electronic Engineering (QCF)

50080982 Pearson BTEC Level 3 Diploma in Electrical/Electronic Engineering (QCF)

50081548 Pearson BTEC Level 3 Diploma in Engineering (QCF)

50081652 Pearson BTEC Level 3 Extended Diploma in Engineering (QCF)

50082425 Pearson BTEC Level 3 Subsidiary Diploma in Agriculture (QCF)

50082437 Pearson BTEC Level 3 Subsidiary Diploma in Animal Management (QCF)

50082619 Pearson BTEC Level 3 Diploma in Countryside Management (QCF)

50082656 Pearson BTEC Level 3 Extended Diploma in Animal Management (QCF)

50082668 Pearson BTEC Level 3 Extended Diploma in Horticulture (QCF)

50083016 Pearson BTEC Level 3 Extended Diploma in Agriculture (QCF)

50083028 Pearson BTEC Level 3 Extended Diploma in Countryside Management (QCF)

50083119 Pearson BTEC Level 3 Diploma in Animal Management (QCF)

50083363 Pearson BTEC Level 3 Diploma in Horticulture (QCF)

50094282 Pearson BTEC Level 3 Extended Diploma in Horse Management (QCF)

50094312 Pearson BTEC Level 3 Diploma in Horse Management (QCF)

50094324 Pearson BTEC Level 3 Subsidiary Diploma in Horse Management (QCF)

60022449 Pearson BTEC Level 3 Diploma in Food and Beverage Service Supervision

60105641 Pearson BTEC Level 3 90-credit Diploma in Horse Management (QCF)

60110958 Pearson BTEC Level 3 90-credit Diploma in Construction and the Built Environment (QCF)

60110995 Pearson BTEC Level 3 90-credit Diploma in Forestry and Arboriculture (QCF)

60111008 Pearson BTEC Level 3 90-credit Diploma in Horticulture (QCF)

60125251 Pearson BTEC Level 3 National Certificate in Children's Play, Learning and Development (Early Years Educator) (VRQ)

60125275 Pearson BTEC Level 3 National Diploma in Children's Play, Learning and Development (Early Years Educator) (VRQ)

5007314X Pearson BTEC Level 3 Extended Diploma in Manufacturing Engineering (QCF)

5008351X Pearson BTEC Level 3 Subsidiary Diploma in Horticulture (QCF)

6010563X Pearson BTEC Level 3 90-credit Diploma in Animal Management (QCF)

Others

60028269 UAL Level 3 Extended Diploma in Art & Design

60028270 UAL Level 3 Diploma in Art & Design

60030835 WJEC Level 3 Diploma In Criminology

60042266 OCR Level 3 Cambridge Technical Certificate in Business

60042291 OCR Level 3 Cambridge Technical Diploma in Business

60042308 OCR Level 3 Cambridge Technical Diploma in Health and Social Care

60042321 OCR Level 3 Cambridge Technical Extended Diploma in Business

60042333 OCR Level 3 Cambridge Technical Extended Diploma in Health and Social Care

60042357 OCR Level 3 Cambridge Technical Subsidiary Diploma in Business

60042369 OCR Level 3 Cambridge Technical Subsidiary Diploma in Health and Social Care

60043866 WJEC Level 3 Diploma in Food Science and Nutrition

60046089 OCR Level 3 Cambridge Technical Introductory Diploma in Business

60046120 OCR Level 3 Cambridge Technical Introductory Diploma in Health and Social Care

60046235 OCR Level 3 Cambridge Technical Introductory Diploma in IT

60061406 OCR Level 3 Cambridge Technical Certificate in Sport

60061431 OCR Level 3 Cambridge Technical Introductory Diploma in Sport

60078339 CISI Level 3 Diploma In Finance, Risk & Investment

60101118 OCR Level 3 Cambridge Technical Certificate in Performing Arts

60102470 OCR Level 3 Cambridge Technical Diploma in Performing Arts

60102482 OCR Level 3 Cambridge Technical Extended Diploma in Performing Arts

60102494 OCR Level 3 Cambridge Technical Introductory Diploma in Performing Arts

60102500 OCR Level 3 Cambridge Technical Subsidiary Diploma in Performing Arts

60131354 VTCT Level 3 Diploma in Sports Studies

60131366 VTCT Level 3 Introductory Diploma in Sports Studies

60131378 VTCT Level 3 Subsidiary Diploma in Sports Studies

6004228X OCR Level 3 Cambridge Technical Certificate in IT

6013138X VTCT Level 3 Extended Diploma in Sports Studies

50024000 OCR Level 3 Principal Learning in Engineering

50065038 City & Guilds Level 3 Diploma in Floristry

50073898 VTCT Level 3 NVQ Diploma in Hairdressing

50082796 City & Guilds Level 3 Subsidiary Diploma in Animal Management

50082802 City & Guilds Level 3 Extended Diploma in Animal Management

50083211 City & Guilds Level 3 Diploma in Animal Management

50083843 City & Guilds Level 3 Diploma in Horticulture

50083855 City & Guilds Level 3 Subsidiary Diploma in Horticulture

50083880 City & Guilds Level 3 Subsidiary Diploma in Agriculture

50084872 City & Guilds Level 3 Diploma in Agriculture

50084896 City & Guilds Level 3 Extended Diploma in Countryside Management

50084902 City & Guilds Level 3 Extended Diploma in Agriculture

50085608 City & Guilds Level 3 Subsidiary Diploma in Countryside Management

50087083 City & Guilds Level 3 Extended Diploma in Horse Management

50087095 City & Guilds Level 3 Diploma in Horse Management

50087149 City & Guilds Level 3 Subsidiary Diploma in Horse Management

50087204 City & Guilds Level 3 Extended Diploma in Forestry and Arboriculture

50087241 City & Guilds Level 3 Subsidiary Diploma in Forestry and Arboriculture

50089419 City & Guilds Level 3 Diploma in Nail Technology

50091001 City & Guilds Level 3 Diploma in Barbering

60014842 VTCT Level 3 Diploma in Barbering

60042345 OCR Level 3 Cambridge Technical Extended Diploma in IT

60042370 OCR Level 3 Cambridge Technical Subsidiary Diploma in IT

60048050 VTCT Level 3 Diploma in Professional Patisserie and Confectionery

60054979 City & Guilds Level 3 Diploma In Plumbing Studies

60054992 City & Guilds Level 3 Diploma In Electrical Installations (Buildings and Structures)

60060487 City & Guilds Level 3 90-Credit Diploma in Agriculture

60061005 OCR Level 3 Cambridge Technical Subsidiary Diploma in Media

60061121 City & Guilds Level 3 90-Credit Diploma in Animal Management

60061133 City & Guilds Level 3 90-Credit Diploma in Countryside Management

60061145 City & Guilds Level 3 90-Credit Diploma in Horse Management

60061157 City & Guilds Level 3 90-Credit Diploma in Horticulture

60061777 OCR Level 3 Cambridge Technical Extended Diploma in Media

60061972 OCR Level 3 Cambridge Technical Diploma in Media

60066131 RSL Level 3 Subsidiary Diploma for Music Practitioners

60069958 VTCT (ITEC) Level 3 Diploma in Hairdressing

60077943 IMI Level 3 Diploma in Land-Based Technology (VRQ)

60080504 City & Guilds Level 3 Diploma In Bench Joinery

60085927 City & Guilds Level 3 Diploma In Painting and Decorating

60086658 VTCT Level 3 Diploma in Beauty Therapy Studies

60087080 VTCT Level 3 Diploma in Hairdressing Studies

60087092 VTCT Level 3 Diploma in Barbering Studies

60090054 VTCT Level 3 Diploma in Professional Cookery Studies

60093316 EAL Level 3 Diploma In Electrical Installation

60110016 City & Guilds Level 3 Diploma In Plastering

60121476 NCFE CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator)

60131172 City & Guilds Level 3 Advanced Technical Diploma for the Early Years Practitioner (Early Years Educator) (540)

60145365 AQA Level 3 Technical Level Engineering : Power Network Engineering (VRQ)

60145377 AQA Level 3 Technical Level Engineering : Design Engineering (VRQ)

60145389 AQA Level 3 Technical Level Engineering : Mechatronic Engineering (VRQ)

60145419 AQA Level 3 Technical Level IT: Networking (VRQ)

60145420 AQA Level 3 Technical Level IT: User Support (VRQ)

60145432 AQA Level 3 Technical Level IT: Programming (VRQ)

5008401X City & Guilds Level 3 Extended Diploma in Horticulture

5008561X City & Guilds Level 3 Diploma in Countryside Management

5010682X City & Guilds Level 3 Extended Diploma in Land-based Technology

6004231X OCR Level 3 Cambridge Technical Diploma in IT

6005072X City & Guilds Level 3 Diploma In Complementary Therapies

6006481X City & Guilds Level 3 Principal Learning in Construction and the Built Environment

6006612X RSL Level 3 Extended Diploma For Music Practitioners

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Funding scrapped for 76 BTECs in post-16 qualifications review

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The Department for Education has confirmed plans to withdraw funding for 163 qualifications that "overlap" with A-levels - including 76 BTECs. Ministers announced in March that they were considering withdrawing funding for "duplicate" qualifications, amid concerns some do not provide the same high-quality education as A-levels and other equivalents.

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The National Foundation for Educational Research (NFER) has today published its second research report into T-levels.

It follows a roundtable event in October which included six providers due to deliver the new qualifications from September 2020, as well as government and sector body representatives.

The first report, published in June, was based on interviews with half of the first 50 T-level approved providers.

FE Week has pulled out the latest key findings...

The full specification for T-levels will not be available until March 2020, which leaves just six months for the first three pathways - childcare, digital and construction - to be made ready for teaching, including the summer break.

This was a "cause for concern" among providers and it was commented that while the childcare T-level will need less work to prepare, as it is similar to the CACHE level 3 diploma in childcare and education, the construction and digital pathways "included more content that was completely new for providers".

"Delegates felt there remained significant work to do to raise the awareness and understanding of T-levels among young people, parents and carers, and employers," the report reads.

This is despite the best efforts of the 'NexT Level', a campaign costing the taxpayer over £3 million to help recruit the first wave of learners for T-levels.

Providers said that without the detailed specifications they could not always answer students' and employers' more detailed questions about the qualifications.

Providers were positive about meeting their student recruitment targets, but this was because "they had set conservative targets which they felt were achievable".

There were, however, concerns regarding school "protectionism" which is making it a struggle to promote T-levels in schools with sixth forms.

And learners could be put off by "the size of the qualification": young people who rely on part-time jobs or had caring responsibilities would find it difficult to meet the 600 minimum guided learning hours requirement as well as the 315 hour minimum industry placement.

It was brought up that how those 600 hours would be spent, being instructed towards an exam-based assessment, would not attract students looking for workshop-style delivery and continuous assessment.

The question of how learners from rural areas could get transport to class and to their industry placement was also listed as a "concern".

One of the most controversial aspects of T-levels is the requirement for learners to go on a 315-hour industry placement; the previous NFER roundtable found providers were concerned about a lack of viable placements.

Recognising the challenge, the Department for Education introduced flexibilities earlier this year, including allowing the placements to be taken with two different employers.

However, educators have called for further flexibility in what counted towards the industry placement; specifically, they wanted project-based learning and work-related learning to count towards it.

The NFER said: "This would enable the engagement of employers who lacked capacity to support a placement and did not have a physical base," namely digital businesses.

Challenges in attracting staff from the construction, digital and engineering sectors will be "particularly severe," says the report, because their industries can pay higher salaries.

Another hurdle providers spoke about was keeping staff's industrial knowledge and skills up to scratch; an issue some providers have addressed by setting up a bank of freelance staff they can draw on to deliver part of the digital T-level.

T-levels' "lack of" occupational competencies - the knowledge, skills and attributes for a vocational career - has raised doubts about whether learners completing the new qualification will be able to progress on to a level 4 apprenticeship.

This was particularly the case in technical and practically-orientated apprenticeships like construction and engineering, and will put a dent in "an important selling point for T-levels": the size and scale of the industry placement.

It will also be up to universities whether they accept T-levels, which carry UCAS tariff points. There were questions over whether the Russell Group would accept them, which may influence other universities and could "tarnish" T-levels in the minds of parents.

The requirement for learners to have a grade four at GCSE maths and English was seen as a barrier to accessing T-levels, according to the NFER.

And the scale of the guided learning hours requirement and the industry placement is, as highlighted earlier, anticipated to be a problem for learners with part-time jobs or caring responsibilities.

As the specialist focus of T-levels and its exam-based assessment will not suit all learners, providers instead want the level 3 vocational and technical offer to "continue to provide young people with a range of options and learning styles, as well as broader vocational study".

On that point...

"T-levels are heralded as 'gold standard' qualifications but applied general qualifications are an established route with a licence to practice," the report reads.

Yet earlier this year the government launched a consultation on withdrawing funding for thousands of AGQs, ahead of T-levels' introduction.

There remain "some concerns" around what is going to happen to BTEC/Cambridge Assessment level 3 vocational students "if some or all of these qualifications are discontinued and what might be the unintended consequences".

It was felt at the roundtable, which was attended by a Department for Education representative, that the breadth and specialisation of AGQs and T-levels were different enough "that different types of qualifications can thrive alongside each other".

When asked for a response, the DfE pointed out they had recently launched their T-level campaign to increase awareness and said it is working closely with HE providers and their decisions around admissions policies will be made in due course.

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The 8 concerns researchers found at approved T-level providers

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The National Foundation for Educational Research (NFER) has today published its second research report into T-levels. It follows a roundtable event in October which included six providers due to deliver the new qualifications from September 2020, as well as government and sector body representatives.

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Providers of new T-levels have claimed "protectionism" in schools could make it difficult for them to promote the qualifications to teenagers.

A report by the National Foundation for Educational Research also found that organisations preparing to deliver the qualifications from next year still believe "significant" work is needed to raise awareness about them, with very little time left before they launch.

T-levels are designed to have "parity of esteem" with A-levels, and will give young people the option of a vocational route from the age of 16.

Sixteen schools are among the 50 providers due to deliver three so-called "pathways" from September 2020, involving courses in design, surveying and planning for the construction industry, software application development for the digital industry, and education for the education and childcare industry.

NFER's report is based on a roundtable event with six providers in October.

It found that although providers were "generally positive about meeting their student recruitment targets", there were concerns regarding "school protectionism".

"Some providers commented that because of this they would struggle to promote T-levels in schools with sixth forms," the report said.

It is not the first time education providers have criticised schools for preventing them from promoting alternative routes.

The Baker Clause, a piece of legislation introduced last year, was designed specifically to force schools to allow other education providers in to speak to their pupils.

Its architect, the former education secretary Lord Baker, has previously accused schools of failing to promote university technical colleges, his pet project, and other similar routes.

But according to NFER's report, concerns about T-level recruitment go beyond issues with access to school pupils.

For example, some providers believe potential students could be put off by a requirement that they clock up 600 minimum guided learning hours on top of a 315 hour minimum industry placement.

A requirement for pupils to have a grade 4 in GCSE maths and English language is also seen as a barrier.

Geoff Barton, the general secretary of the Association of School and College Leaders, said the number of "serious concerns" found should be "ringing alarm bells in Whitehall", particularly as the first students are due to embark on the courses in just nine months' time.

The government has sought to promote T-levels, launching the £3 million "NexT Level" campaign to help recruit the first wave of students.

But delegates at the roundtable felt there was still "significant work" to do to raise the awareness and understanding of T-levels among young people, parents and carers, and employers.

Providers said that without the detailed specifications, which won't be released until March, they could not always answer students' and employers' more detailed questions about the qualifications.

One of the most controversial aspects of T-levels is the requirement for learners to go on a 315-hour industry placement. Providers have previously expressed concerns about a lack of viable placements.

The Department for Education introduced flexibilities earlier this year, including allowing the placements to be taken with two different employers.

However, educators have called for further flexibility in what counted towards the industry placement. Specifically, they want project-based learning and work-related learning to count towards it.

"This would enable the engagement of employers who lacked capacity to support a placement and did not have a physical base," namely digital businesses," NFER said.

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T-level providers criticise 'protectionism' of schools

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Providers of new T-levels have claimed "protectionism" in schools could make it difficult for them to promote the qualifications to teenagers. A report by the National Foundation for Educational Research also found that organisations preparing to deliver the qualifications from next year still believe "significant" work is needed to raise awareness about them, with very little time left before they launch.

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Government consultation

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Research and analysis

Research into how effective providers and awarding organisations design and provide Level 4-5 qualifications.

Documents

Details

This research supports the department's review of Level 4-5 (L4-5) education, examining the characteristics of and effectiveness of the Level 4-5 qualification and provider market.

It investigates:

factors affecting the design and development of L4-5 qualifications

factors affecting the provision of L4-5 qualifications by higher education and further education providers

barriers to providing L4-5 qualifications, such as from:

current legislation

policy and funding arrangements

issues related to student demand/choices

relationships between L4-5 and other qualification markets

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Level 4 and 5 qualifications and provider market

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GOV.UK uses cookies which are essential for the site to work. We also use non-essential cookies to help us improve government digital services. Any data collected is anonymised. By continuing to use this site, you agree to our use of cookies. Research and analysis Research into how effective providers and awarding organisations design and provide Level 4-5 qualifications.

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Realising the Potential of Technology in Education

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Realising the Potential of Technology in Education

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A strategy for education providers and the technology industry to help improve and increase the effective use of technology in education.

Applies to England

Documents

Details

Technology can help to tackle some of the main challenges faced by the education sector, including:

reducing teacher workload

increasing efficiency

improving accessibility and inclusion

supporting excellent teaching

improving student outcomes

The education sector often faces barriers which prevent teachers, lecturers and education leaders benefiting from technology. The UK Education Technology ( EdTech) industry also faces barriers to start-up and growth.

We've developed this strategy to support all stages of the education sector and the UK EdTech industry to:

overcome these barriers

work together to drive innovation, in line with the needs of the education system

Thank you for your feedback

Report a problem with this page

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Realising the potential of technology in education

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A strategy for education providers and the technology industry to help improve and increase the effective use of technology in education.

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T-level action plan: 5 things we’ve learned

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T-level action plan: 5 things we’ve learned

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The DfE has confirmed which T levels will be launching 2022 and 2023, and how the new qualifications will be graded

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Today, the Department for Education has published an updated version of its T-level action plan.

In less than a year's time, the first three T levels will be rolled out in 50 providers across the UK: construction, digital and education and childcare.

The DfE has now confirmed the subjects that will be introduced in 2022 and 2023, as well as releasing further information about the T-level transition programme and how the new qualifications will be graded.
T levels: What are they and how will they work? T levels: what subjects can you take? Russell Group universities still undecided on T levels
T-level subjects being introduced in 2022

Legal, finance and accounting route

Legal

Financial

Accountancy

Engineering and manufacturing route

Maintenance, installation and repair

Manufacturing and process

Design, development and control

Business and administration route

Management and administration

Human resources

T-level subjects being introduced in 2023

Agriculture, environmental and animal care route

Animal care and management

Agriculture, land management and production

Creative and design route

Craft and design

Culture heritage and visitor attractions

Media, broadcast and production

Hair and beauty route

Hair, beauty and aesthetics

Catering and hospitality route

Catering

Who can teach T levels?

To be considered for T level delivery in 2022 and 2023, providers will be required to:

Have an Ofsted rating of outstanding or good (those providers which have not yet been subjected to a full inspection should be able to demonstrate that they can meet that standard of quality)

Have satisfactory financial health or better

Be delivering T levels to a minimum of 10 students per T-level subject.

How will T levels be graded?

Overall T level grades will be based on:

The comparative size of the core element (20 to 50 per cent) and the occupational specialism (50 to 80 per cent).

The grade for the core (A*-E) and the occupational specialism (pass, merit or distinction).

How grades are assigned will differ from T level to T level:

T-level transition programme

Details of the T level transition programme has also been published. There will be five core content components:

Diagnostic and guidance period

To assess students' capability and support needs in order to tailor their transition programme to address these needs, and help students decide which T level route they want to prepare for.

English and maths

Students who do not hold at least one GCSE grade 4 in English and/or maths are required to continue studying as per the condition of funding.

Work experience and preparation

To develop the skills, behaviours, attitude and confidence that will be needed for students to complete the T level industry placement.

Introductory technical skills

Introductory skills and concepts to prepare students for the T level route they wish to progress to.

Pastoral support and personal development

Relevant and meaningful support to address barriers to education, support emotional and/or mental health difficulties, and support the development of study skills, and reflective and resilience skills.

Some 35 providers have signed up to deliver the T-level transition programme from September 2020. The Association of Colleges is working with The Challenge network to support the providers in their preparations and delivery.

Evaluating industry placements

The action plan reveals that the Institute of Employment Studies (IES) is currently carrying out an evaluation of the industry placement support that's been put in place for post-16 providers and employers.

It will focus on how much support they have had with the planning and implementation of industry placements during 2018-19. The DfE says this evaluation will help it to establish whether or not there are any gaps that need to be filled before the qualifications are rolled out. The report expected to be published in the autumn.

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T-level action plan: 5 things we've learned

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Today, the Department for Education has published an updated version of its T-level action plan. In less than a year's time, the first three T levels will be rolled out in 50 providers across the UK: construction, digital and education and childcare.

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New T-level study to be worth three A-levels

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University admissions service says the top grade in a T-level qualification will be worth 168 Ucas points.

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centre for vocational education research

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centre for the economics of education (cee)

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explaining productivity and growth in europe

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pay inequalities and economic performance

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Centre for Vocational Education Research, CVER, Education, Vocational, Vocation, Research

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An analysis of the costs of under-investment in skills

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The names of the 64 colleges chosen to deliver T-levels in the second wave of their roll out have been announced.

They'll deliver the new post-16 technical education qualifications from 2021, in four routes: digital, construction, education and childcare, and health and science.

An initial 50 providers will deliver the first T-levels from 2020.

Unveiling those selected for wave two today, education secretary Damian Hinds said: "Everyone agrees that a radical shake-up of technical and vocational education in this country is long overdue. T-levels are our chance to do that - offering young people high-quality alternatives to our world-class A-levels from September 2020.

"The second wave of post-16 providers we have announced today demonstrates our commitment to making this happen. They will play an important role in ensuring more young people across the country can access these courses and help develop the skilled workforce the country needs for the future."

An additional £3.75 million boost for the first T-level providers, which includes one-off payments to help them recruit learners from 2020, has also been announced today ( click here for full story).

Of the providers in wave two, 14 have never been inspected by Ofsted. The rest are rated 'good', with the exception of grade one Burnley College.

The DfE said if a T-level provider's status changes against any of its published criteria, including holding a grade one or two Ofsted rating, between when it considered their expression of interest and delivery, then the department reserves the right to review their continued participation.

The second wave of T-level providers

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Second wave of T-level providers announced

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The names of the 64 colleges chosen to deliver T-levels in the second wave of their roll out have been announced. They'll deliver the new post-16 technical education qualifications from 2021, in four routes: digital, construction, education and childcare, and health and science. An initial 50 providers will deliver the first T-levels from 2020.

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Don't force young people to choose solely between A and T level, argues Bill Watkin. Instead, let's understand that T-levels and AGQs co-exist, serving different purposes for different people

The arguments in favour of Applied General Qualifications (AGQs) are well rehearsed. They offer an alternative academic route to higher education, a closer relationship between classroom study and the workplace, and an opportunity for skills acquisition. I have yet to hear a single teacher or student in schools and colleges say that AGQs should be discontinued.

It is one thing to seek to rationalise a complex landscape of thousands of vocational qualifications; it is quite another to consider removing an entire post-16 pathway to clear the way for the introduction of T-Levels.

To do so would be to fail to appreciate that when young people are faced with a choice between T-level and A-level they are not going to choose the former just because AGQs are no longer available.

What will students choose, if not AGQs, if they don't know at 16 what occupation they want to pursue?; if they don't want to do a single-subject programme of study, or a 900-hour programme?; if the pathway that interests them isn't offered in their local college, or if there aren't enough local employers?

This is not to say we don't need T-levels. The benefits of a more streamlined suite of qualifications and a less acute skills gap are undeniable, but we should have both T-levels and AGQs.

Let T-levels and AGQs co-exist

For any government to consider doing away with AGQs would show a lack of understanding and awareness of their importance to young people, their employment prospects and the country's economy. So what needs to happen following the consultation?

* We need reassurance from ministers that AGQs are here for the long term. The switch from the Qualifications and Credit Framework (QCF) to the Regulated Qualifications Framework (RQF) does need to happen but there are time, workload and resource implications.

* Advocates of T-levels need to stop repeating the line that AGQ students are less likely to finish university, since this doesn't consider factors such as the lower prior attainment and greater socio-economic disadvantage of many AGQ students.

* Set aside the language of gold-standard qualifications. AGQs should not be thought of as second-class. We should recognise their contribution in delivering skills valued by employers.

* Keep AGQs for those who, at 16, haven't decided on a particular career pathway; AGQs are less occupation-specific, more general, and keep more options open.

* Provide for the 20 per cent of students who currently drop at least one A-level and who currently may take up an AGQ to replace it.

* If the ambition is to reduce the number of level 3 vocational qualifications, let's start with those that have had no enrolment in the past two years, but let's distinguish between "no enrolment" and "little enrolment". For example, there may be only 12 cabinet-makers on a course at Chichester College, but it is still valuable and should be preserved.

* Ensure that students in all communities have an opportunity to study a level 3 vocational course in a subject area that interests and inspires them, regardless of the local employment landscape. Otherwise, we may increase the skills gap, not reduce it. Also prospects of social mobility will suffer.

* Protect AGQs for those students who are suited to level 3 study but who do not pass GCSE English and/or maths. If English and maths level 2 is set as a condition of passing a T-level, many providers will make this a condition of entry and render many ineligible for T-levels, leaving A-levels (or NEET) as the only options.

* Let T-levels and AGQs co-exist, as they serve different purposes for different people. Possible exceptions include extended diplomas (3 A-level equivalent) not being offered alongside an overlapping T-level; and a single institution not offering both qualifications where there is a clear overlap in content.

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Don't force young people to choose solely between A and T level, argues Bill Watkin. Instead, let's understand that T-levels and AGQs co-exist, serving different purposes for different people The arguments in favour of Applied General Qualifications (AGQs) are well rehearsed.

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Introduction

Good morning ladies and gentlemen... Thank you all for joining us here in Battersea... And thank you to Battersea for providing this very striking venue.

I once came here as Minister for Employment and met some of your apprentices...

I remember speaking to them about what they were doing...their future plans...and being struck - as I often am when talking to someone on a good quality apprenticeship - by their enthusiasm, their ambition, their optimism... the sense of what is possible in the future.

Young people know when they are genuinely on a path to a good job, a great career - just as they know when they're on a route to nowhere.

And, unfortunately, for too long, we've had too many of our young people leaving school without the necessary skills or direction - and ending up on a dead-end route...getting in to work but not able to get on in work and progress to something better.

I am determined now to change this.

Everyone must be given the chance to get on a clear path to a skilled job. That could be an academic path - but it could also be a more practical, technical path, as I'll be setting out today.

Productivity problem

There is, of course, one dominant theme in any conversation about the UK economy right now... leaving the European Union. Getting the right deal for our country...the best future trading relationships... ensuring the stability that businesses need to keep growing and investing...and sustaining this unparalleled record we have had on job creation.

But there is another crucial issue that pre-dates Brexit and should be focusing minds just as much... Our great unsolved issue in our economy of the last fifty plus years: productivity.

Clearly, productivity matters...higher output per hour means the economy grows, firms can raise wages...and when people earn more, they have higher living standards, higher quality of life.

...And that goes for everyone's quality of life, not just those at the top.

Productivity is also how we afford our public services. When people earn more they can pay more. It's how we afford the best education for our children, the best care for our parents.

So what's the problem?

Today Germany, France, the US - all produce over 25% more per hour than the UK. And, actually, this productivity gap with Germany and France first opened up in the late 1960s, further back still with the US.

It is a longstanding problem.

And this gap really matters. Matching German productivity would allow government to spend tens of billions of pounds a year more in our public services.

What has kept our economy growing this last decade, is our growing working age population and our buoyant jobs market.

But... As the OBR point out, we cannot rely on a growing number of workers keeping our economy growing - employment is already at record levels and we're seeing less inward migration.

Our high employment rate is a great strength of our economy...

But the challenge now is more people working in highly productive industries, in rewarding jobs with the opportunity to progress and earn more...not just in work, but getting on in work.

Skills and people

So what's the solution?

A year ago today, this Government set out our first modern Industrial Strategy for boosting our nation's productivity...setting out our ambition to put the UK at the forefront of the AI and data revolution...increased investment in Research and Development...a major upgrade to the UK's infrastructure...

My colleague Greg Clark will be speaking about many aspects of this strategy later today.

Clearly, there is more than one factor associated with low productivity...but today I want to focus on a critical one that I believe underpins everything else...

Skills.

Yes you need to invest in high-tech machinery and in the latest technology; but you still need people who are trained to use it.

That's why our Industrial Strategy also promises a major upgrade on the nation's skills.

Right now, when it comes to skills we have an hourglass shaped problem in this country...

By that I mean that at the top of our hourglass, we have a large number of well-educated people, often with degrees from good universities... They tend to be in the high skilled, high paid jobs. This is worth celebrating.

But at the bottom of the hourglass, we have a large number of people who either never progressed beyond GCSEs or gained low level vocational qualifications... They are too often ending up in low skilled, low wage jobs.

If we're ever going to close the productivity gap then we need more people getting into the top half of the hourglass, and essentially we need to change the shape of the hourglass so it bulges out in the middle...with more skilled jobs for people doing high quality training when they finish school.

In brief: more skilled workers, more skilled jobs.

At the moment, the UK benefits from a growing economy and low unemployment, but it suffers from a skills shortage...

In 2017, employers reported difficulties finding the right skills, qualifications or experience for 42% of skilled trades vacancies.

Our country needs more computer programmers...more engineers...more electricians and chefs... We need more technicians in fields from advanced manufacturing to healthcare ...construction to telecommunications.

Brexit and automation

This shortage is becoming more urgent...for two reasons in particular.

First, the movement of people.

Our businesses, and our society as a whole, has hugely benefited from our diverse workforce, the fantastic contribution of EU nationals and people from other parts of the world... Everyone working in the UK today, wherever we come from, has an equal stake in our nation's future.

As the Prime Minister has set out, once will leave the EU we will be able to set our own immigration policy...a skills based system...

In the past the easy availability of ready trained labour coming from abroad has led to some reliance, some might say an over reliance, on importing our skills needs. In future, I want to make sure everyone has the opportunity to develop the complex skills needed to play their part in a vibrant, growing economy...

Secondly, automation...

It is impossible to predict the timing or the way automation will impact us - although we see various predictions when it comes to the numbers of jobs at risk or may change, no one really knows.

But we must assume it is those with more training that will do better...

And by more training I mean better literacy, better numeracy, continuing improvement in general primary and secondary education, as well as practical, technical skills...

Ultimately, it is about how well our whole workforce can adapt to rapid technological change and a changing job market...the challenges and the opportunities.

The educational divide

What does all this mean for our education system?

Now, let's be clear: there is a lot to be proud of - standards have risen and, since 2011, we have narrowed the attainment gap between children from disadvantaged backgrounds and their better off peers by 10%.

That's a fantastic achievement from teachers and leaders across the country.

And we should also be proud of our strong higher education sector...students from all corners of the world compete for a place at our top universities.

But the truth is that while we can boast that our young people have an excellent and clear academic route to a job...A Levels and then university...

Our vocational, technical routes tell another story. For many, the route is not clear, the expectations are not high enough and the links to a skilled job are too weak.

In fact, around a quarter of all 16 year olds in the education system are essentially churning around - switching between course types, dropping back to lower-level learning, or repeating study at the same level.

In recent years we've done a lot of work to improve apprenticeships - but before then they'd fallen out of favour with employers... They were too short, with too little off-the-job-training... The apprentice stayed the apprentice rather than mastering the skills needed.

Behind all of this has been a bit of an attitude problem: as a nation I'm afraid we've been technical education snobs.

We've revered the academic but treated vocational as second class - when we do it well, law, engineering, medicine - then we don't even call it vocational.

Why has this has been tolerated for so long? I think the reason is the "O.P.C" problem. For so many opinion formers, commentators and, yes, politicians: vocational courses are POC courses: for 'other people's children'.

As the Prime Minister has been very clear - this has to change.

Young people not on the A-level route have two years of government funded education when they turn 16...precious time, precious investment in the future... And all too often it's time and money used to train them to a low level in a skill the economy doesn't need.

Let me be clear, the answer is not just encouraging more and more people to go to university...

It is introducing clear, high quality, technical paths to skilled jobs... Paths that are as respected and as easy to understand as the A-level-to-degree route.

Partnership

If we're to achieve this, there are two vital partners for government.

The first is Further Education Colleges. For too long, Further Education has been something of a neglected sector, playing second fiddle to Higher Education... That needs to change.

Colleges will play an essential part in delivering the modern Industrial Strategy... They will be our key national infrastructure for technical education.

Of course, colleges do many important things for their communities... But their core purpose is to help people to move into and thrive in work. And providing world-class technical education - the knowledge and skills people need for the jobs of today and tomorrow - is central to that.

The second partner is, of course, employers. We can't guarantee young people that a qualification is a clear path to a job unless we're working side by side with the people who have the vacancies and the skills needs. That's why we're putting employers at the heart of every reform we're making to technical education.

Ambition

I'm not promising an overnight revolution. This is a ten-year project. But in a decade's time I want us to have a completely different perspective on technical education in this country...

The core test of our reforms will be this:

Today, in the UK, just 65% of our working population have completed upper secondary education, with qualifications at what, in the jargon, we call a Level 3 standard - the equivalent of A levels.

So one third do not; they have only GCSE-level qualifications, or below.

In Germany, that 65% is 87%...meaning a better chance at a skilled job, a higher wage, a career taking you where you want to go.

What does that mean in practical terms? Well, the difference to your wages from reaching a Level 3 or A-level equivalent qualification is about £40 a week - more than £2,000 a year.

I don't think our young people are less talented, less ambitious or less capable than those in Germany ...

In ten years time we should be able to look back on all the reforms we've made, and be able to say, yes, our young people now have the same - or ideally better - training opportunities than they do in Germany, or Holland, or Switzerland, or other leading systems.

Matching skills with the labour market need

How do we make this vision a reality? I believe there are four key elements.

The first is overcoming our system's failure to match skills with the labour market need...

Right now, we have a training market that is driven by the choices colleges and other training providers make... For the people putting on the training there is good reason to go for cheap, popular courses that are easier to put on, easier to pass.

We need a strategy that means both the individuals choosing their courses and the colleges putting the courses on are incentivised to develop skills that match the labour market needs of the future... With the number of people training in proportion to the number of opportunities likely to be available.

We know, for example, that Germany trains around 11,000 hairdressers per year - in England, around 40,000 people train in hairdressing each year, in a country with fewer actual heads.

At the same time, employers in the construction sector struggle to fill over a third of their vacancies because they are unable to recruit people with the required skills.

We need a plan to better ensure supply matches demand...a plan to make sure people are going to be able to find productive, remunerative jobs at the end of their courses.

A big part of our Industrial Strategy is tailoring policy to local needs, the same goes for skills.

Simply put - there's no point in training lots of people to be web designers if a town needs electroplaters.

So, when it comes to our new T Level qualifications, which I'll be talking more about in a moment...

...Our T Level funding consultation proposes that colleges must have regard to local skills plans and strategies before deciding which T levels to offer.

I want to go further. All areas will have Local Industrial Strategies.... And I'm determined that employers should have real influence over what kind of courses colleges in their area are putting on.

Some great colleges are already making this happen - let's make it universal.

As a starting point, today I'm publishing guidance on the role of our Skills Advisory Panels - local partnerships between public and private sector employers, local authorities and colleges and universities - setting out how they will work together to decide what skills are really needed in each local area.

I want this done well - so today I am announcing new support for every local area to fully understand and assess their skills needs now and in the future... Each Panel will get £75,000 to analyse their local skills needs, which could include employing a labour market analyst.

Clear paths to a job

The second element is the lack of clear, simple path for young people choosing technical study at 16.

Britain is unique worldwide in offering thousands upon thousands of training courses to our 16-year-olds, more than 10,000 in total.

But it's hard to know for sure which course is actually valuable in the job market.

Often we find that these training courses teach about a broad sector, but they don't help someone develop the depth of skills they need to succeed in the job.

Our new T Levels will change this... 25 high quality courses, with a clear line of sight to actual job roles ...

We've worked with employers such as Fujitsu, IBM, EDF, GlaxoSmithKline, the Bank of England, KPMG, and the British Army to design rigorous content...

Crucially, both in the classroom and during the industrial placement, T Levels will focus on developing the skills needed to get, and perform well in, an actual job.

So looking at the first three T Levels being offered by around 50 colleges in 2020...

Pass your Education T Level then go and work as a teaching assistant or in an early years setting...

Pass Digital, Production and Design and apply to be a software development technician...

Complete the Design, Surveying and Planning T Level and become a civil engineering technician...

Clear paths to a skilled job.

And we will make sure that we're not letting people who need a little more support fall through the gaps...

By making a 'transition offer' available to a number of young people who are not quite ready to do a T Level at 16... extra training so they'll be ready to start by 17.

I'll be setting out more details of this offer in the new year.

Today, as part of our T Level Action plan, I am also announcing the next set of T Levels we will roll out in 2021...

A Health T Level...

A Healthcare Science T Level...

And a Science T Level...

An Onsite Construction T Level...

A Building Services Engineering T Level...

A Digital Support and Services T Level...

And a Digital Business Services T Level.

When fully rolled out, we'll be putting hundreds of millions of pounds in additional money behind T Levels every year...

Crucially, this will allow us to support the intensive 3 month industrial placements for every T Level student, so they can put into practice what they've learnt...developing their confidence and skills.

Already this year employers large and small are offering pilot placements to students...

But as T Levels are fully rolled out in the coming years we are going to need more and more employers to step up in every town and city, across the country. For businesses - this is your opportunity to build up the skills pipeline of the future.

As we roll T Levels out, we're also reviewing the qualifications currently on offer...we don't simply want to add 25 to the 10,000 plus that already exist...

There are going to be some tough decisions ahead as we think carefully about what we take away from the system as well as what we add - we'll consult before deciding on the nature of qualifications needed. But I think we'd all agree - better to see young people with a smaller number of high quality choices rather than a plethora of often mediocre ones.

A clear path to higher skills

The third element I want to look at is the issue of ¬what comes after your vocational qualification...

A-level students, of course, often progress to a degree, but what's the next step on your journey once you've completed a T Level or an initial apprenticeship?

Yes, many will now be wanting and, crucially, will be ready to step straight in to a skilled job.

But, equally, some will also be ready for the next level of training that can take them to an even higher skilled job...

The kind of training that helps you step up from being a cook to a chef...a bricklayer to a construction site supervisor...an aircraft maintenance fitter to an aircraft maintenance engineer...

According to the CBI, the biggest growth in jobs in the years ahead is expected to be in management and professional and technical roles -

And these roles will require the specialist skills which a higher technical training course could provide.

At the moment, people in the sector describe these training courses as 'level 4 and 5'...

But a lot of people will look blank at this description - which is part of the problem.

Colleges and universities don't offer much training at this level... Very few students do it compared to the numbers doing a degree or a lower level of technical training - partly because it's not available and partly because they're not aware of it.

And employers are also less aware of these training courses...which means recruitment is often either focused below the level needed or above...with some jobs being unnecessarily inflated to degree level. Which, it's worth noting, can mean some people are paying for a degree they might not need.

It's not just the lack of college courses that's a problem here either...in recent years, we have not had enough apprenticeships that train people for more highly skilled jobs. When I visited Germany earlier this year I saw for myself how apprenticeships can be a ladder to more and more specialist, well paid occupations.

But in this country...last year more sixth form and college leavers went to Oxbridge than went on to do a higher level, that is to say a Level 4 or 5, apprenticeship...

I'm determined to properly establish higher technical training in this country - so that it's recognised and sought after by employers and young people alike.

Right now, with dozens of different qualifications, courses and brands on the market, it's baffling for employers and students alike.

But we do know there are good quality higher technical qualifications on the market already... What is missing is widespread clarity and confidence that these qualifications deliver the skills employers need.

That's why I intend to establish a system of employer-led national standards for higher technical education which will be set by employers themselves. Through the Institute of Apprenticeships, we plan to identify and recognise existing and new qualifications that meet the knowledge and skills needed by employers.

I mentioned that Level 4/5 doesn't mean a lot to most of us... I want us to start calling these courses what they are: higher technical qualifications ...and develop clear national recognition...

Ensuring these qualifications are clearly badged and easy to recognise, meaning that employers are able to start looking for them on CVs and application forms, and advertising for them when recruiting to jobs at that level.

This process will be overseen by the Institute for Apprenticeships, who will soon become the Institute for Apprenticeships and Technical Education... and we will have the first recognised qualifications in place from 2022 - ready for those first T Level students who will just have completed their course.

We will be consulting next year on how to deliver this new approach.

I expect higher training to be offered by high performing colleges and universities, alongside our National Colleges focused on specific industries such as High Speed Rail and Nuclear... And by the new Institutes of Technology we're establishing across the country, which will specialise in delivering higher technical training.

Of course, it is essential that different bits of the technical education system also fit together - our reformed apprenticeships, T Levels, higher technical training...

The Institute of Apprenticeships have documented all the skilled jobs and occupations that you can get to through an apprenticeship or T Level...showing how you can progress from one job to another...that mapping should now extend to Higher Technical qualifications and beyond as well.

In this way, it will be clearer to everyone - young people, parents, employers and training providers - how, through high-quality technical education, you can get into and can progress to the top of your chosen profession.

Parity of esteem

Time to look at the fourth and overarching element: the issue of esteem. As I've said, we've long been technical education snobs in this country...

But our ultimate goal is to deliver parity of esteem when it comes to technical and academic routes...equally valid choices.

In order for technical education not simply to be something for other people's children, it has to be something you want your child to do as well. That means it's high quality and leads to a well-paid, rewarding skilled job.

Government can't endow esteem on technical education, you can't legislate for parity in this way...it's our job to make it high quality, then employers and young people themselves will genuinely value it. Quality has to come first. Get that right and esteem will follow.

We also need to make clear to young people, and their parents - that a degree is not the only path to a great job.

When it comes to our schools and colleges, although we have published performance tables where destinations to further education, apprenticeships and employment are all counted...

We show how many students go to specific universities... without also showing how many students progress to higher technical training...

So we inherently imply that university is valued more highly than other routes.

This will end. In the future, our performance tables will lead with publishing a new measure...one measure: young people doing higher learning on either route.

And this could be a degree at university or higher technical training through an apprenticeship or a Higher Technical qualification.

I'm clear that the school that gets a young person onto a higher apprenticeship deserves as much praise as when it gets someone to university.

To be clear, the message here is not don't do a degree - the message is simply you don't have to do a degree.

With the growth in the knowledge economy and the demands of business - we will need a high number of graduates in the future, but we also need more people with higher technical skills.

We want young people to acquire the higher qualifications that lead to high skilled, more rewarding jobs - whether through a degree, a higher apprenticeship or higher technical qualifications.

And no longer should schools and colleges feel that they must push students down one route in order to be judged a success.

We also need to make sure that all young people get the advice and guidance they need to make choices about their future. Just over a year ago we published our careers strategy, setting out our plans to build a world class careers system.

Thanks to the hard work of our partners like The Careers & Enterprise Company, we are now seeing real changes in schools and colleges, with over 2000 business volunteers helping to connect young people with employers and I commend them for what they do.

Finally, I want us to break down some of the false barriers we've erected between academic and technical routes...

I don't see any reason why higher technical training shouldn't be open to certain A-level students as long as they have the prerequisite knowledge and practical skill -

Equally, I want T Level students, that want to, to be able to go to university to do relevant technical degrees.

This will of course depend on the T Level subject, but there will be an obvious path for, say, a Design, Surveying and Planning T Level student to then do a surveying degree or for an Accountancy T Level student to then do an accountancy degree. We will identify and work with specific universities well placed to lead the way on this.

And I'm pleased to be announcing today that UCAS has agreed to give a T Level UCAS tariff points in line with 3 A-levels. This reflects the size and complexity and demands of the qualification.

T Levels will be graded Pass, Merit or Distinction...and we are now discussing with UCAS exactly how points will be awarded per grade.

Conclusion

What does all this ultimately boil down to?

A clear quality technical path to a skilled job. More young people gaining higher skills. A more productive economy.

This won't all change overnight - this is a ten year project to upgrade our nations' skills...colleges playing their part as the national infrastructure for technical education, industry playing their part, creating and investing in the workforce of the future...

And we must see this through...

Even without the imperative of Brexit, productivity and skills are historic problems that need solving.

We have a modern Industrial Strategy that is all about making Britain fit for the future, in a world of rapid technological change... But it's people that are at the heart of this strategy. It's people that will make it live.

By investing in our technical education now, we can make sure that everyone is qualified for the jobs of today and tomorrow... That all our young people have the opportunities they need to succeed.

Thank you.

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Introduction Good morning ladies and gentlemen... Thank you all for joining us here in Battersea... And thank you to Battersea for providing this very striking venue. I once came here as Minister for Employment and met some of your apprentices...

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Augar Review aims to rebalance funding to FE and give government more control over HE funding

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Augar Review aims to rebalance funding to FE and give government more control over HE funding

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Augar Review aims to rebalance funding to FE and give government more control over HE funding -

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The Augar Review of Post-18 education is the first comprehensive review of both the Further Education (FE) and Higher Education (HE) sectors and has been eagerly awaited. This note provides our immediate reaction.

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180216 Manchester College Conference (2)

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16 to 18 accountability headline measures

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16 to 18 accountability headline measures

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Guidance

Guide for schools, colleges and local authorities on new measures in the 2017 to 2018 performance tables.

Documents

Details

The 5 new headline measures in the performance tables covering 16 to 18 education in 2017 and 2018 are:

progress

attainment

progress in English and maths

retention

destinations

The technical guide explains how the headline measures are calculated. Guidance for previous years is available on the UK Government Archive.

There's also information about 16 to 18 progress score bandings in the school and college performance tables.

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16 to 18 accountability headline measures

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Guidance Guide for schools, colleges and local authorities on new measures in the 2017 to 2018 performance tables. The 5 new headline measures in the performance tables covering 16 to 18 education in 2017 and 2018 are: progress attainment progress in English and maths retention destinations The technical guide explains how the headline measures are calculated.

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T Level Professional Development (TLPD) Strand 4 

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T Level Professional Development (TLPD) Strand 4 

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T Level Professional Development (TLPD) Strand 4 Regional Knowledge Hub: North West, North East and Yorkshire and Humber - No Charge | ETF Booking

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ETF Booking - T Level Professional Development (TLPD) Strand 4 Regional Knowledge Hub: North West, North East and Yorkshire and Humber - No Charge - Course Details

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T Levels are level 3 technical qualifications that sit alongside apprenticeships and A Levels within a reformed skills training system. Find out more about these reforms and how City & Guilds can help.

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Resources and support - TechBac | City & Guilds

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This includes information on learners who are studying on a course at a further education college, learners studying courses within their local community, employees undertaking an apprenticeship, and employees undertaking other qualifications in the workplace.Please note: data on providers is only published annually.

It has been designed to complement the main statistical releases, and act as a 'one stop shop' for data and information on learners, learning programmes and learner achievement.

Can't find what you're looking for?

If you need help finding data, please use the table finder tool to search for specific breakdowns available for FE statistics.

FE and skills: current data

FE and skills: 2017 to 2018

These are tools and tables to cover further education and skills data for the final reported 2017 to 2018 academic year (August 2017 to July 2018).

Advanced Learner Loans

Data for applications received is sourced from the Student Loans Company (SLC), whereas participation figures are sourced from the Individualised Learner Record (ILR). These tables do not provide directly comparable data.

FE and skills: annual data

FE and skills: 2016 to 2017

These are tools and tables to cover further education and skills data for the final reported 2016 to 2017 academic year (August 2016 to July 2017).

Provider tables

FE and skills: archive

These are discontinued tools and tables to further education and skills data for the previous academic years and quarters as reported to date (if stated).

Advanced Learner Loans

2015 to 2016

2014 to 2015

2013 to 2014

2012 to 2013

2011 to 2012

Previous academic years

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This includes information on learners who are studying on a course at a further education college, learners studying courses within their local community, employees undertaking an apprenticeship, and employees undertaking other qualifications in the workplace.Please note: data on providers is only published annually.

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16 to 18 Accountability measures: technical guide

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16 to 18 Accountability measures: technical guide

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Moderation and Verification of Centre Assessment Judgements

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Moderation and Verification of Centre Assessment Judgements

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Open consultation

Summary

Consultation on awarding organisation controls around centre assessment judgements.

This consultation closes at

Consultation description

Where assessment judgements are made by centres, our current rules require an awarding organisation to check results for each group of learners before they are issued. In many cases this is not being delivered, and if it were, some vocational and technical qualifications may no longer be deliverable.

We want to make sure our rules allow for qualifications to be delivered in a way that meets the needs of users, while ensuring standards are appropriate whenever and wherever a qualification is taken. We are proposing to change some of our rules relating to the controls awarding organisations have in place with centres, to strike an appropriate balance between ensuring an appropriate level of awarding organisation control over centre-assessment judgements, and ensuring qualifications can be delivered to meet the needs of users.

Consultation events

We are holding events in Manchester and London where you can find out more about our proposals and have the opportunity to ask questions.

Documents

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Moderation and verification of centre assessment judgements

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Open consultation Consultation on awarding organisation controls around centre assessment judgements. This consultation closes at Where assessment judgements are made by centres, our current rules require an awarding organisation to check results for each group of learners before they are issued.

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Education Secretary Damian Hinds launches consultation reviewing qualifications at Level 3 and below

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Education Secretary Damian Hinds launches consultation reviewing qualifications at Level 3 and below

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Plans to stop funding qualifications that do not provide the same high-quality education as new T Levels and world-class A Levels have been published today (19 March) by Education Secretary Damian Hinds.

The move is the latest step in the Government's drive to boost the quality of education and training available to young people post-16, which includes the introduction of new T Levels from 2020 - the technical equivalent to A Levels - and more high-quality apprenticeship opportunities.

A Levels, T Levels and apprenticeships will be the gold standard option for young people after they take their GCSEs, but if a student chooses another qualification the Government wants to make sure they are as high-quality and will set them on a clear path to a job, further education or training.

If a 16-year-old wants to study history, they know they can take an History A Level which is understood and trusted by parents, universities and employers. But if a student wants to study an engineering qualification after GCSEs there are over 200 different options to choose from - leaving them at a loss as to which ones will give them the best chance of getting the skills they need and leaving employers with no clue as to which qualifications they should be looking for.

To help streamline and boost the quality of education on offer, Mr Hinds has launched a consultation reviewing qualifications at level 3 and below - excluding A Levels and GCSEs - such as Applied General Qualifications, Tech Levels and Technical Certificates.

Education Secretary Damian Hinds said:

We have made huge progress to boost the quality of education and training on offer for young people. From 2020 we will start to roll out new T Levels which will offer young people high-quality technical courses alongside our world class A Levels. These will be the gold standard choice for young people after they take their GCSEs.

But we also want to make sure that all options available to students are high-quality and give them the skills they need to get a great job, go on to further education or training, and employers can be confident they can access the workforce they need for the future.

We can't legislate for parity of esteem between academic and technical routes post 16. But we can improve the quality of the options out there and by raising quality, more students and parents will trust these routes.

In the first part of a two-stage consultation, the government is consulting on:

only providing public funding for qualifications that meet key criteria on quality, purpose, necessity and progression

not providing public funding for qualifications for 16 to 19 year olds that overlap with T Levels or A Levels

Analysis published by the Department for Education today has highlighted a confusing landscape of over 12,000 courses on offer to young people at level 3 and below, with multiple qualifications in the same subject areas available - many of which are poor quality and offering little value to students or employers.

Matthew Fell, CBI Chief UK Policy Director, said:

Young people need clear, high-quality and easy to understand options at 16 - whether that's A-levels, new T-levels, or doing an apprenticeship. Each route is valued by employers, but it can sometimes be difficult to understand the difference between the thousands of qualifications and different grading systems out there.

The Government is absolutely right to address this by giving employers a part in shaping the reforms, ensuring qualifications relate to the modern world and give young people the skills they need to succeed.

In 2011, the Government asked Professor Alison Wolf to carry out a review of vocational education for 14- to 19-year-olds in this country to support more young people into jobs or into higher level education and training. Following this, in 2015 the Government also commissioned [Lord Sainsbury to carry out an independent review] and make recommendations on how to improve the quality of technical education. Both reviews led to improvements in the system, including the development of new, tougher criteria for qualifications included in performance tables and the introduction of new gold standard T Levels from 2020.

The Government announced that it would carry out a review of post-16 qualifications at level 3 and below in May 2017 as part of its response to the T Level consultation.

The review launched today will build on the progress made so far to deliver the vision set out by Professor Wolf and Lord Sainsbury.

Lord Sainsbury said:

I am very pleased that this review will shine a spotlight on any current qualifications that exist that do not best serve our young people or their future employers.

The key priority for the Independent Panel on Technical Education, which I chaired, was to raise the quality of technical education to that of academic education in this country, and we strongly recommended that public subsidy should be withdrawn from college-based technical education that didn't set young people on the best possible path to employment or further learning.

If we are going to ask our young people to work hard to get qualifications, we must make sure that those qualifications deliver real benefits to them.

The Government reformed GCSEs and A Levels to make them more rigorous and put them on a par with high performing countries, so they better prepare pupils for further study and employment.

The response to the first consultation will be published alongside the launch the second consultation later in the year. It will set out more detailed proposals for change, including the criteria that will be used to determine whether a qualification will be approved for public funding.

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Plans launched to boost quality of post -16 qualifications

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Plans to stop funding qualifications that do not provide the same high-quality education as new T Levels and world-class A Levels have been published today (19 March) by Education Secretary Damian Hinds.

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Government consults on plans to withdraw funding for applied generals including BTECs

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Government consults on plans to withdraw funding for applied generals including BTECs

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The future of thousands of applied general qualifications including BTECs hangs in the balance as the government launches its first consultation on plans to withdraw their funding.

The Department for Education has been reviewing vocational qualifications at level 3 and below since announcing plans to introduce new "high-quality" T-levels.

The review includes applied generals, tech levels and technical certificates, which are vocational alternatives to A-levels. While these cover a wide range of courses, BTECs, awarded by Pearson, make up the large majority of them.

The key issue will be to ensure the government is not artificially trying to close down market choice

The government claims many of these qualifications, of which there are more than 12,000, are of "poor quality" and their existence leaves young people and employers "confused".

Today, at 09.30am, the DfE will launch the first part of a two-stage consultation to decide their futures.

Open for 12 weeks, the government is firstly consulting on "only providing public funding for qualifications that meet key criteria on quality, purpose, necessity and progression" and "not providing public funding for qualifications for 16 to 19 year olds that overlap with T-levels or A-levels".

A second consultation will follow later this year setting out the proposed criteria that will be used to determine whether a qualification continues to receive public funding.

Bill Watkin, chief executive of the Sixth Form Colleges Association, said the "really significant" element of the consultation is the "review of applied general qualifications, which include the very popular and well-understood BTECs and CTECs (Cambridge Technical Extended Certificate)".

"And this is not a minority pursuit," he explained. "More than 200,000 16 to 18 year olds study these courses every year, often studying a combination of A-levels and applied generals on a blended timetable.

"The government may see the introduction of T-levels as the best way to address the skills gap, about which it is, quite rightly, concerned. But this should not be at the expense of applied generals."

Tom Bewick, the chief executive of the Federation of Awarding Bodies, told FE Week the "devil will be in the detail".

"The key issue will be to ensure the government is not artificially trying to close down market choice for learners and employers; or to manipulate the existing level 3 technical qualifications, like applied generals, in order to make the T-levels effectively the only qualification learners and employers can choose from in future," he said.

"Governments have a very poor history of second guessing the needs of diverse learner communities and the labour market, so we should rightly proceed with caution over the weeks and months ahead."

Last year, exams regulator Ofqual ordered exam boards to strengthen their controls on certain types of applied general qualifications, after evidence was uncovered of grade inflation on old-style BTECs.

The regulator has also warned of "confusion" between legacy BTECs - which don't feature any external assessment - and new versions of the qualifications. Sally Collier, the chief regulator, told MPs last week that outcomes for reformed BTECs would be under scrutiny.

We can improve the quality of the options out there

Education secretary Damian Hinds (pictured) said today: "We can't legislate for parity of esteem between academic and technical routes post-16. But we can improve the quality of the options out there and by raising quality, more students and parents will trust these routes."

The response to the first consultation will be published alongside the launch the second consultation later in the year.

OCR, which offers many applied generals, welcomed the consultation.

"We are confident that it will be open and wide ranging, taking full account of widespread views, and will ensure that young people continue to have access to high quality qualifications which will, in many cases, include Applied General Qualifications," a spokesperson for the exam board said.

Catherine Sezen, senior policy manager at the Association of Colleges, said it is "crucial that there are study programmes and qualifications which meet the needs of all students as well as those of business and the economy" and this review "kick starts this important conversation".

T-levels, which will attempt to streamline the 13,000 or so technical qualifications on offer into 15 routes to present a clearer choice between A-levels and T-levels, will be rolled out from 2020.

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Government consults on plans to withdraw funding for BTECs

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The future of thousands of applied general qualifications including BTECs hangs in the balance as the government launches its first consultation on plans to withdraw their funding. The Department for Education has been reviewing vocational qualifications at level 3 and below since announcing plans to introduce new "high-quality" T-levels.