Post-16 reforms
Please use the categories below to find the relevant answer to your question.
The new landscape aims to create a clear distinction between academic and technical qualifications:
→ Technical qualifications – primarily designed to support progression to skilled employment/further technical training
→ Academic qualifications – primarily designed to support progression to higher education.
Route |
Funding |
Qualification types |
|
Technical qualifications Primarily designed to support progression to skilled employment/further technical training |
16-19 only → |
T Levels |
|
16-19 and adult → |
Occupational entry: Quals aligning with an occupational standard not covered by T Levels | |
| Cross cutting/Occupational progression: Quals that selectively cover an occupational standard(s) | ||
| Additional specialist: Quals that build on and go beyond an occupational standard | ||
|
Adult only → |
Occupational entry: Quals aligning with an occupational standard covered by T Levels | |
| Employer proposed: Quals delivering competence for occupations without a standard, but where there is employer demand. | ||
|
Clear distinction between technical and academic qualifications |
||
|
Academic qualifications Primarily designed to support progression to further/higher education |
16-19 and adult → |
A/AS Levels |
| Small AAQs (150-420GLH): Quals that can be taken in a mixed study programme alongside A Levels | ||
| Large AAQs (720-1080GLH): Quals that can be taken as an alternative to A Levels in areas less well served by A Levels | ||
| Other academic qualifications: IB Diploma, Access to HE Diploma, Performing Arts Graded Examinations, EPQs, etc. | ||
Key dates
Spring 2024: Outcome of qualifications approved for delivery in Level 3 Cycle 1 (5 Sector Subject Areas – SSAs) and Level 2 Cycle 1 (4 SSAs).
Spring 2025: Outcome of qualifications approved for delivery in Level 3 Cycle 2 (10 SSAs) and Level 2 Cycle 2 (11 SSAs).
September 2025 Cycle 1: First teach of reformed qualifications for 2025-26 – Level 3 and Level 2 qualifications across Cycle 1 SSA areas.
September 2026 Cycle 2: First teach of reformed qualifications for 2026-27 – Level 3 and Level 2 qualifications across Cycle 2 SSA areas plus Level 2 qualifications supporting progression to Level 3 technical and academic routes and subject areas which have been reformed in 2025
September 2027 Cycle 3: First teach of reformed qualifications for 2027-28 – Level 2 and below qualifications funded from 2027 including all Level 1 and Entry and all PSE qualifications plus Level 2 qualifications supporting progression to Level 3 technical and academic routes and subject areas which have been reformed in 2026
September 2028 Cycle 4: First teach of reformed qualifications for 2028-29 – Level 2 and below qualifications funded from 2028 in English, Maths and ESOL, Skills for Life
Timeline for defunding
*Further DfE funding documentation is expected Autumn 2023
August 2024*Meaning last new starts in September 2023: |
August 2025Meaning last new starts in September 2024:
|
August 2026Meaning last new starts in September 2025:
|
August 2027*Meaning last new starts in September 2026: |
August 2028*Meaning last new starts in September 2027: |
|
Level 3 qualifications within scope overlapping with T Levels waves 1 and 2 for 16-19 learners
This does not impact adult funding for these routes until August 2025. |
Level 3 qualifications in routes identified a T Level overlap (see 16-19 learners August 2024) for adult funding. Plus:
Level 2 TQ in subject areas in scope but not reform-approved. |
Level 3 and Level 2 qualifications in all other routes within scope. Excluded are any Level 2 for first teach in 2027. |
All remaining Level 2 and below qualifications within scope. | All remaining English, Maths and ESOL qualifications. |
Join us in shaping the future of technical education
Our team of specialists is collaborating closely with the Institute for Apprenticeships and Technical Education (IfATE) to develop exceptional technical products that cater to the needs of providers, employers, and learners.
We want to collaborate with as many stakeholders as possible to shape our new portfolio and your expertise would be invaluable. You don’t need to be an education expert; that’s our job. We’re simply looking for practitioners who can reflect on their skills and experience – so that we can reflect that occupational reality in the qualifications and assessments we develop.
You could get involved with:
- Supporting the development or review of content and assessments
- Providing letters of support.