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The Department for Education has published its post‑16 pathways implementation plan, setting out changes to the technical and vocational qualifications landscape from 2027. 

The government’s announcement brings greater clarity to its plans for a post-16 system with clear pathways for all learners. It confirms the introduction of a third vocational route at level 3, alongside A levels and T Levels, recognising that learners need choice as they progress into work, further study or higher education.

Today, the government published the outcome of its consultation on post-16 level 3 and below pathways. The consultation sought views on the design and implementation of a third, vocational pathway at level 3 – to be called V Levels – and on two new pathways at level 2 in post-16 education. 

We have been awarded four additional contracts to deliver T Levels in Management and Administration, Maintenance, Installation and Repair for Engineering and Manufacturing, Engineering, Manufacturing, Processing and Control and Design and Development for Engineering and Manufacturing whilst retaining the contract to deliver the Generation 2 T Level in Accounting, for first teach September 2027. 

First MedTech qualifications built by regional skills experts to address employer need

On 20 October, the government published its Post-16 Education and Skills White Paper, setting out significant reforms to vocational education in England. We know you'll have questions about what this means for you and your students, and we want to provide you with clear information and reassurance.

Responding to the government’s Skills White Paper released on 20 October, Freya Thomas Monk, Managing Director of Pearson Qualifications, said:

“The Skills White Paper marks a shift in the system of vocational education for young people that will help tackle the UK’s widening skills gap in industries vital to economic growth.

A new L&W report, sponsored by Pearson, finds that England’s occupational standards are too numerous, often slow to adapt and lack strategic oversight.

With more than twice the number of standards as countries like Germany and Switzerland, the system risks being unwieldy and less effective for employers, learners and the economy.

The research calls for a more streamlined, consistent and flexible approach to ensure apprenticeships and technical qualifications keep pace with change - from green skills to AI.

Disadvantaged students are, on average, one-fifth of a grade behind in English and one-eighth of a grade behind in maths when resitting GCSEs, according to new research from the Education Policy Institute (EPI), funded by Pearson.