Post-16 skills reform: what schools and colleges need to know

The UK Government’s Post-16 Education and Skills White Paper, sets out a new vision for post-16 education. It aims to align education with economic needs, close skills gaps, and ensure equitable access to high-quality training. For school leaders and education providers, the reforms carry significant legal and operational implications, particularly around curriculum planning, qualification delivery, funding, and safeguarding student progression.

Employer-led education

At the heart of the White Paper is a commitment to place employers at the centre of the skills system. Through the creation of Local Skills Improvement Plans (LSIPs), employer representative bodies will identify the skills needed in their regions. These bodies will work closely with colleges, training providers, and local authorities to identify priority skills needed to ensure that education and training provision is closely aligned with local labour market needs. Providers will be expected to demonstrate how their curriculum and qualifications offer clear pathways into priority sectors, with regular reviews to ensure ongoing relevance.

Reforming qualifications: V-Levels and T-Levels

One of the most notable changes is the introduction of V-levels, a new suite of vocational qualifications designed to sit alongside A-levels and T-levels. The DfE has launched a separate consultation on V-Levels seeking views on their design and implementation 

Regulated by Ofqual, V-levels will feature consistent grading and increased non-exam assessment, some of which may be marked by providers. Designed to be the same size as A-levels (360 guided learning hours), they allow for flexible combinations across academic and vocational routes. A consultation has outlined 19 proposed subjects, ranging from criminology to travel and tourism.Some teaching will start in 2027 but the full roll-out will take four years. 

At the same time, T-Levels will be expanded into new subject areas, and the current T-Level Foundation Year will be replaced by two new Level 2 pathways: a one-year “further study” route and a two-year “occupational” route, both launching from 2027. 

These reforms aim to streamline the qualification landscape and ensure that all post-16 options lead to clear, high-quality employment or further study outcomes

Technical Excellence Colleges

The government is introducing Technical Excellence Colleges—further education colleges that have demonstrated outstanding provision in one of the UK’s growth-driving priority sectors. These colleges will collaborate with employers, businesses, strategic authorities, trade unions, and local government to deliver high-quality training and create better job opportunities, ensuring local economies have access to a highly skilled workforce. 

Each Technical Excellence College will serve as a hub of excellence in a specific sector. The government says these will be equipped with advanced facilities, expert staff, cutting-edge course materials, and strong employer partnerships. They will also support other providers in their sector to help share opportunities and best practice across regions and learners. 

Ten Technical Excellence Colleges in construction have already been announced, backed by £100 million. The programme will expand to include a further 19 colleges across advanced manufacturing, clean energy, digital and technologies, and defence, supported by an additional £175 million. Selection for these new colleges will begin by the end of 2025, with delivery planned from April 2026.

Funding and financial accountability

The government has pledged an additional £1.2 billion per year in skills investment by 2028–29, aiming to maintain real-terms per-student funding for 16–19 education providers, accommodate the growing number of young people entering post-16 education, and support the recruitment and retention of expert teachers in high-value subject areas. 

Alongside this, a comprehensive review of the 16–19 funding formula is underway, with a revised model expected by the 2027–28 academic year. The review seeks to ensure funding reaches priority subject areas, simplifies the formula, and improves transparency and efficiency in allocation. 

To safeguard public funds, the white paper outlines strengthened financial accountability measures, requiring providers to comply with Education and Skills Funding Agency (ESFA) rules, submit accurate funding claims, and undergo enhanced audit and assurance processes. Misuse of funds will trigger recovery actions and possible sanctions. 

Funding will also be directed towards high-value courses aligned with economic priorities, including technical qualifications and programmes offering clear employment pathways, particularly those delivered by Technical Excellence Colleges. 

Auto-enrolment and NEET prevention

To reduce the number of young people not in education, employment or training (NEET), the government will introduce auto-enrolment for 16-year-olds who leave school without a post-16 placement. Pilots will be used to test whether assigning a default provider, such as a college, to contact to place students is the correct approach. A similar process will support those who drop out mid-year. 

The White Paper also introduces plans to track attendance across all 16–19 education providers. This data will help identify students at risk of becoming NEET and enable early intervention. The approach will adopt best practices from school attendance systems, using data sharing and targeted strategies to address persistent absence. 

Additional measures include:

• Improved data sharing and tracking between schools, local authorities, and providers
• Introduction of AI-powered NEET risk indicators; and
• Increased Ofsted oversight of schools’ efforts to support at-risk students in transitioning successfully to post-16 education.

English and Maths resit reform

According to the White Paper too few students with low prior attainment in English and maths (grade 2 or below) are successfully achieving a grade 4 by age 18 or 19, despite repeated resits. While post-16 funding requires students to study these subjects, it does not mandate exam resits. To better support these learners, the government will introduce new “preparation for GCSE level 1” qualifications aimed at strengthening foundational skills before a resit. 

What should schools and colleges do now?

To prepare for the changes, education leaders should:

• Audit current post-16 provision against local labour market needs
• Engage with employer representative bodies and local skills partnerships
• Review governance and accountability frameworks to ensure compliance
• Explore opportunities to deliver or partner on T Levels and other technical qualifications; and
• Invest in careers guidance and learner support services to meet new expectations.

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