TO BE PUBLISHED March 2025
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This conference will consider the future of Level 3 qualifications and priorities for the post-16 qualification landscape in England.
It will be an opportunity for stakeholders and policymakers to discuss the overall future place of Applied General Qualifications alongside T Levels, A-levels and alternative academic qualifications (AAQs) following the DfE’s recently published response to its Focused review of Post-16 qualifications reform at Level 3 and below.
Delegates will examine the review’s findings and outcomes, which confirmed that courses considered key to government’s growth missions will not be defunded, with most courses where funding was set to be ceased under the previous government remaining until July 2026 and July 2027 - including courses that overlap with T Levels.
Areas for discussion include funding options beyond 2026 and 2027.
Looking at AAQs and reformed technical qualifications, those attending will assess their rollout and delivery so far, following the launch of the reform process under previous government. The approval process for AAQs will be assessed, including how to ensure that the process effectively meets the needs of the labour market and helps students develop the skills required for the future.
The role and priorities for Skills England will be discussed, including in commissioning the development of technical qualifications, running procurements, and awarding and managing awarding organisation licenses. Delegates will also discuss potential strategies to utilise Level 3 qualifications to fill emerging and existing gaps in skills, both locally and nationally, as well as Skills England’s potential impact on the qualification landscape and learner options moving forward.
Looking at priorities for T Levels, delegates will discuss latest thinking and progress so far, assessing the value and availability of work placements for students and employers.
The agenda looks at the recently announced requirements relating to T Level placements, including reduced hours and remote learning, with discussion expected on its potential impact on student satisfaction, recruitment and retention. Sessions will consider strategies for increasing enrolment of students in the T Level Foundation Year and T Level programmes, and next steps for working with employers to improve work placements and student progression, including priorities for increasing progression to higher level apprenticeships and employment, and engaging with employers in rural areas to increase student options.
Further sessions focus on the impact of reform to the post-16 qualification landscape on staff workload, as well as student choice and satisfaction. Delegates will also assess the offer for adult learners and the role of qualifications at Level 3 in improving social mobility and accessibility of qualification options for learners with additional needs. They will assess the destinations of students taking Level 3 qualifications and how well the reformed qualifications are likely to prepare students for further study and the labour market, also looking at alignment of Level 2 and below qualifications with Level 3 reform.
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.
