The Education Committee, in response to the Government’s handling of its report on post-16 qualifications, expresses deep disappointment and concern. The committee emphasizes the need for a comprehensive review of funding for the education sector, particularly focusing on providing targeted support for disadvantaged students. It calls for a pause in the defunding of technical qualifications, such as BTECs, which are being replaced by T Levels. The committee insists on improvements to the implementation of T Levels to ensure they effectively prepare students for progression, meet industry needs, and promote social mobility.
The committee’s report highlighted several issues with the introduction of T Levels, including a lack of awareness among young people and employers about the program. It also pointed out that the first cohort of T Levels saw a significant dropout rate, especially among students with lower academic attainment or special educational needs. Moreover, there is insufficient data to demonstrate the effectiveness of T Levels in supporting student progression into skilled employment, apprenticeships, and higher education. Additionally, the committee noted that many universities do not recognize T Levels as a sufficient qualification for undergraduate degrees, often requiring additional relevant A Levels.
The committee argues that the withdrawal of Applied General Qualifications (AGQs), such as BTECs, should only occur when there is substantial evidence proving that T Levels are more effective in preparing students for progression, meeting industry needs, and promoting social mobility. To address these issues, the committee calls for businesses to have the capacity to offer high-quality industry placements and for a clear track record of T Level success. It also emphasizes the importance of improving equalities outcomes before further defunding AGQs based on perceived overlap with T Levels. The committee is dissatisfied with the government’s response, which provided limited reassurances and failed to address key concerns raised in the report.
Furthermore, the committee urges the Department for Education (DfE) to undertake a wholesale review of 16-19 funding, emphasizing the necessity of providing more targeted support for disadvantaged students. The committee points out that funding for 16-19 education has been eroded over time, and recent increases do not fully compensate for this erosion.
Lastly, the committee calls on the DfE to review and improve its Transition Programme, which is designed to support learners in progressing to T Levels. The report states that an effective Transition Programme should ensure that at least half of the learners can successfully transition to T Levels. The government’s response claims to have strengthened the program based on evidence from the initial year and aims to better understand early progression outcomes. However, the committee emphasizes the need for continued improvement and wider support for learners as the program is rolled out.