An edited version of the following article was first featured in FE Week on 7 February 2026

The Government is currently analysing responses to its consultation on post-16 qualifications at Level 3 and below. It was seeking sector feedback on the planned design and implementation of the new pathways announced in the post-16 education and skills white paper. Here, Michael Lemin, Head of Policy and Strategy at NCFE, breaks down the opportunities and challenges that lie ahead.  

There is a sense of déjà vu in the sector, with another new set of proposed reforms and different qualifications to try and understand.  

We know that previous proposals have often been fleeting, and at the mercy of changes in administration or even party leadership (does anyone remember the Advanced British Standard?) Despite this, the proposals have left me feeling more optimistic this time around that the changes will be progressive - and actually happen.  

The proposed landscape is an improvement on what was originally outlined in the Review of Qualifications at Level 3 and below. There’s hope that it will provide better pathways for learners than those outlined under previous reviews. At Level 2 in particular, there’s a far more coherent qualifications offer for all learners, a vital change, especially given the challenges with the T Level Foundation Year.  

V Levels 

The introduction of V Levels would be another seismic shift in the qualification landscape and is reflective of how the speed of change in education is increasing. If you think that A Levels were first introduced way back in 1951, we’re now due to see both T Levels and V Levels launched since 2020. 

I have yet to meet anyone who does not think that the intended launch date for V Levels of September 2027 is overly ambitious. There’s a risk to the successful implementation of this new qualification and would make life incredibly difficult for both the learners planning to take them, and the educators delivering them. Providers need time to understand the new qualifications, and to pivot to a different model of delivery, where learners will take multiple V Levels simultaneously, or alongside A Levels.  

A 2028 introduction would allow more time to develop the new qualifications, to explain them to students, parents and employers, and for providers to prepare to deliver them. Allowing for greater preparation time with any qualification reform should lead to better outcomes for students. There have been some encouraging words from Skills Minister Jacqui Smith recently, which hint at delayed implementation in response to concerns she has heard. 

Who, what, why?  

There is still confusion over the purpose of V Levels. We know that they are for students who have not made up their mind on which occupation they would like to pursue, but there are additional calls for the qualification to help students progress either into employment, or further learning.  

A Levels and T Levels have clear outcomes, and while we know who V Levels are intended for, what will they enable learners to do? What skills do we want them to embed? We hope to see more clarity about their purpose and expected progression routes, so that we, and other awarding organisations, can design them to be fit for purpose. 

Individualised Learner Record data from 2024/25 tells us that over half (55%) of 16-19 Level 3 learners studied a qualification with more than 540 guided learning hours (GLH). The expectation that V Levels will be delivered in 360 GLH signals a significant change in patterns of teaching and learning.  

Sixth forms typically offer A Levels, which are 360 GLH qualifications, at scale. As such they are well set up to deliver V Levels as they will slot in neatly alongside A Levels. However, for many colleges, the proposed new landscape is significantly different from what’s currently in place. 

Many colleges will not be used to combining multiple small qualifications as part of a study programme. They will need to prepare for a different delivery model, which will put pressure on estates, the demand for suitably experienced teachers, and timetabling. Teachers will also need time to understand and prepare to deliver the new qualifications.   

There is clearly a demand at Level 3 for medium and large qualifications, so we must make sure that we aren’t over-simplifying the landscape to the detriment of learners. Whilst simplicity is desirable, it should not come at the expense of ensuring that qualifications work. There may be a good case to offer double sized V Levels in some subjects, for example, in hair and beauty, to ensure that students reach a level of occupational competence to be able to secure a job.  

All change 

As we enter this next phase of qualification reforms, and while we certainly support any changes that will make life better for learners and educators, there are still many improvements that the Government can make to its proposals.  

With the consultation now closed and the responses being analysed, we’ll wait and see what the outcome will be. It’s undeniably an uncertain but exciting time for the sector, but with the right approach I believe these latest reforms do have the potential to reshape things for the better.

To remain informed about the ongoing post‑16 reforms and access webinars and FAQs, visit our post-16 reforms overview page.