Dr Anne Murdoch OBE shares the latest updates on T levels and other Level 3 technical qualifications.

Where are we now?

When Kevin Gilmartin, former ASCL post-16 and colleges specialist, penned his final Leader article in February, he offered a cautiously optimistic view of the future for post-16 qualifications. The outcome of the government’s Rapid Review had just been published, giving education leaders a clearer – albeit still evolving – picture of the qualification landscape. 

At that point, there was welcome news for schools and colleges. The previously fast-tracked withdrawal of Applied General Qualifications (AGQs) was being decelerated. The most popular AGQs would remain available for at least another year, and many others for two more. Alternative Academic Qualifications (AAQs), meanwhile, were proceeding as scheduled, with the first single AAQ due to launch in September 2025. T levels, too, were continuing, albeit with more flexibility introduced around the industrial placement requirement. Importantly, there would be no new restrictions on combining qualifications, although universities could still set their own entry requirements and tariff conditions, something Kevin quite rightly warned about. 

The significance of these updates was that schools and colleges could plan the 2025 intake of Year 12 students with more certainty, continuing to use the current framework for study programmes. For supporters of AGQs, the publication of the interim Curriculum and Assessment Review (CAR) report in March added a glimmer of hope that some of these qualifications might survive in the long term (see tinyurl.com/4ythccab). 

A levels, of course, remain unaffected. But, for the next year or two, students can continue to mix A levels with AGQs and the forthcoming AAQ. However, the story with T levels is more mixed. While uptake is on the rise, the rollout has not been as rapid as originally hoped. The National Audit Office’s (NAO’s) recent report on the introduction of T levels (tinyurl.com/3f5tssp2) pointed out that despite the relaxation of work placement rules, the withdrawal of the employer support fund has hindered the recruitment of participating employers. 

So, where does that leave us now? 

In many ways, the qualification landscape has broadened. More qualification types mean greater choice for students. We now know which new T levels and AAQs will be available from 2025 and 2026, and which AGQs are to be retained until 2026 or even 2027 (see tinyurl.com/4hxtu8j3). The interim CAR report has also reaffirmed the importance of maintaining high standards across all post-16 qualifications. 

The final CAR report, expected in late autumn, is anticipated to address these lingering issues. In the meantime, the #ProtectStudentChoice campaign (www.protectstudentchoice.org) – supported by ASCL and other partners – has taken action. A letter (tinyurl.com/47x7ky52) has been sent to Professor Becky Francis CBE urging that larger AAQs be safeguarded for the future, as they are a better fit for students who would traditionally opt for a Level 3 diploma or extended diploma. Encouragingly, the response to this letter indicates that these concerns will be considered in the final CAR report. 

So, what comes next? 

The government is expected to publish its qualifications toolkit shortly, which will be shared with ASCL members once available. In the meantime, guidance for students and parents about T levels can already be found on the official T levels website (www.tlevels.gov.uk/students/parents). For those looking for further clarity, the government has also issued information (tinyurl.com/ye7kzds4) on the steps involved in defunding overlapping qualifications and conducting a quality review of remaining AGQs. 

Ofqual has contributed to this transition too, releasing a data submission guide for awarding bodies (tinyurl.com/3ujkzt8b), and providing information for providers (tinyurl.com/3dp3yppw) about this summer’s exams and assessments. Awarding bodies such as NCFE are also producing providerspecific guides on T levels (tinyurl.com/yu2ca9cn). 

The outcomes of the post-16 qualifications reform are starting to come into focus. Schools and colleges should now feel more equipped to plan their open days and curriculum offers for 2025–26, and even 2026–27. However, clarity is still needed. There must be a concerted effort to raise awareness and ensure consistent messaging across the new AAQs and T level occupational qualifications (TOQs), so that all stakeholders know exactly what to expect. 

And, crucial questions remain unanswered, such as what is the long-term future of AGQs, what pathways will be available for students who are unwilling or unready to take on a T level, and will they still have access to qualifications that lead to employment or higher education? 

A government-led publicity campaign is reportedly in the pipeline to address this, aiming to boost understanding of these new qualifications. But if uptake of T levels is to increase – and if we are to reduce the number of young people not in education, employment, or training (NEETs) – then this campaign cannot come soon enough.

Dr Anne Murdoch OBE
ASCL Senior Advisor, College Leadership

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