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Views sought on how to boost study at level 2 and below
so more students progress into jobs or further study
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New figures reveal that many students who leave
education with a level 2 qualification do not progress onto
further study and can find it harder to get a job
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Action builds on the work already underway to transform
technical and vocational education, boost productivity and
support the economy to recover after the pandemic
A call for
evidence seeking views on how to ensure post-16
qualifications at level 2 and below – excluding GCSEs – can
support more people to progress into further study or employment,
has been launched today (10 November) by Apprenticeships and
Skills Minister .
Qualifications at level 2 (GCSE equivalent) and below can be the
springboard that supports large numbers of young people and
adults to access higher levels of study, unlock employment
opportunities, re-engage in education and secure English, maths
and digital skills.
However, new analysis published by the Department for Education
has revealed that 60% of 16
year olds who study a classroom based level 2 course do not move
on to study at level 3 (A Level or T Level equivalent) the
following year. It also highlights that 37% of
students who leave education with a level 2 qualification find it
harder to get a job, compared to 14% of students who leave with a
level 3 qualification.
Making sure everyone can access high quality qualifications that
give them the skills they need to secure a good job and that
provide employers with the skilled workforce they and the economy
need to build back better from coronavirus, is priority for the
government. The call for evidence builds on the action already
underway to overhaul the post-16 landscape so all students, no
matter where they live and whatever qualification they choose,
they know it will set them on the path to success.
, Apprenticeships and Skills Minister said:
“We are overhauling the post-16 system to make sure it delivers
for everyone. We are already taking action to make sure
qualifications at level 3 are fit for purpose, but for too long
courses at level 2 and below have been overlooked and
undervalued, so we want to fix that.
“We want all students to be confident that whatever option they
choose will be high quality, valued by employers and will lead to
further study or a great job. I encourage everyone from students
to employers of all sizes to share their views so we can
transform further education in this country.”
In October the government set out
detailed measures aimed at making sure that whatever course a
student takes at level 3 and below they can be confident it will
be fit for purpose and lead to good outcomes. This includes
removing funding from qualifications that overlap with T Levels
and A levels, and only funding qualifications that are high
quality and lead to good outcomes for students.
Work is already underway to overhaul technical and vocational
education in this country, including the roll out of new T
Levels, working with employers to create more high quality
apprenticeship opportunities, establishing a system of higher
technical education and a network of Institutes of Technology,
backed by up to £290 million.
The government will shortly publish its ambitious FE White Paper
which will set out plans to build on and strengthen the excellent
work that is already happening across the country to unlock
potential and level up skills and boosts opportunities for more
people.
NOTES TO EDITORS
- Qualifications at level 2 and below include those giving a
broad introduction to a vocational area; specific skills to
access specific employment; or transferrable skills.
- The call for evidence is aimed at anyone with an interest in
post-16 level 2 and below education including providers,
employers and professional representative bodies. The call for
evidence will run until 31 January 2021 and more information is
available here.
- Classroom-based study refers to all provision that is not
apprenticeships, traineeships or other work-based study. Training
could be delivered in a classroom-based setting through a mixture
of activities e.g. in the classroom, workshops, simulated working
environments and if appropriate online or in supervised working
environments. Where qualifications are included in
apprenticeships and traineeships, they are in scope of the
review.
- Full statistics available here
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