The Education Select Committee’s recent report into the future of post-16 qualifications shone a welcome light on further education.
For many, top of the list of discussion points was the T Level qualification which began life in 2020 and saw its first completing cohort receive their results last year – with 92 per cent achieving a pass rate and above.
This was of keen interest to the sector as many of that first group of students completed the T Level in Education and Early Years, before then moving into employment or continuing in education.
Making improvements
It was certainly pleasing to read that the Education Select Committee welcomes the “aspiration for T Levels to be a rigorous and ambitious new qualification which will level up our technical education system” and this is something I very much agree with - but we know that more can be done.
Despite the early successes, there have been wider systemic issues surrounding the T Level – although much of this is to be expected with a brand-new qualification – and I agree with many of the Select Committee’s recommendations.
One that stands out is around the need to raise awareness of T Levels much more broadly, particularly among key stakeholders including “students, parents and employers through a T Level awareness campaign that raises the profile of the new qualification at both a national and local level.”
This is an issue that NCFE’s Chief Executive David Gallagher raised when providing evidence to the Select Committee last year, stating that “the odd lapel badge aside, there has been very little done in terms of sector-specific, employer-backed campaigns that will raise its profile.”
A survey by the Department for Education (DfE) in 2021 found that less than a quarter (24 per cent) of employers had heard of T Levels, with other research showing that just over a third (37 per cent) of young people were aware of the qualification.
Within this, there were some worrying regional variations with the concern being that awareness of T Levels is currently a postcode lottery.
Powering placements
This actually leads onto a second key recommendation from the Select Committee regarding placements. The report highlights that “there is a risk that young people living in or near more affluent urban areas with access to a range of different sectors and industries will be the main beneficiaries of T Levels, while those from rural, coastal and disadvantaged areas will be left behind.”
We can’t allow this to happen. Hybrid models for placements have been introduced where appropriate, and were often required during the pandemic, but this won’t work for every industry and particularly in the early years sector where students need hands-on experience.
There also needs to be consideration of how ramping up placements might impact other qualification routes, such as apprenticeships, to ensure employers are still willing and able to deliver both.
With that in mind, we welcome the Committee’s recommendation that the DfE must “convene an employer-led industry placement taskforce, with particular emphasis on incorporating the views of small and medium-sized enterprises and careers hubs”.
The technical education system has to work together and not compete with itself when it comes to qualifications. This would only further complicate the picture for learners for whom providing choice is the most important thing.
Making an impact
Although there are some clear areas for improvement when it comes to making sure T Levels are working for the early years sector, we’ve already heard how much of a difference they’ve made to students and employers.
Abigail Tighe was one of the first students in England to undertake the Education and Early Years T Level. After completing her two-year course at Dudley College of Technology, she has now progressed onto higher education to study at the University of Worcester.
Her biggest takeaway from the two years was the importance of placements to putting her learning into practice and she spoke glowingly about her time at a nursery.
She said: “I decided to study a T Level as I really wanted to have industry placement opportunities. Everything we learned in the classroom really got put into practice. Seeing the different theories and techniques being used really helped you to understand your in-classroom learning.
“At Mother Nature Nursery, I learned about the role staff members play and how to observe children. I would recommend T Levels to other students. I really liked how, in my course particularly, we learned a lot of the knowledge in the first year and put it into practice in the second year.”
Ben Bausor, director of Always Growing Nurseries, agrees that having a pipeline of talent that have familiarity with working practices is something early years absolutely needs. He said: “T Levels provide something that the sector is crying out for - practitioners with credible, up-to-date knowledge who also have the hands-on experience that comes with work experience within the sector.”
Looking forward
The Education Select Committee’s report is an important moment for T Levels. While there are clear concerns that we all share, we can’t lose sight of the impact these qualifications have had in their first three years of delivery.
As leaders in the sector, NCFE is committed to delivering the best possible qualifications that ensure a highly skilled talent pipeline for years to come. We still fully believe the Education and Early Years T Level is the best route to achieving this.
With improvements and the implementation of the Committee’s recommendations, the T Level can provide an exceptional student experience from start to finish. Now is the time to come together and make it happen.
