David Summers, Stakeholder Relationships Manager

Since October 2025, we have seen significant policy announcements for post-16 education, coming from the Government’s White Paper on Post-16 Education and Skills and the subsequent DfE consultation on Post-16 Level 3 and Below Pathways, which closed on 12 January 2026.

We now await the Department for Education (DfE) response to the consultation for greater detail, but the Government has clearly set out some interesting reforms that will change the post-16 landscape.

Level 3 

At Level 3, as well as the already established options of A Levels and T Levels, the Government is proposing the introduction of  V Levels – vocational qualifications that can be taken on their own or in a mixed programme alongside A Levels. 

The White Paper proposes that a V Level would be the same size as an A Level (360 guided learning hours). These would replace the current range of vocational qualifications that exist (Applied General Qualifications and Tech Level Qualifications) and the recently introduced Alternative Academic Qualifications (AAQs) and Technical Occupational Qualifications (TOQs) that have been taught from September 2025. 

V Levels will be the only pathway for vocational qualifications at Level 3 for 16-to 19 year-olds in England and will be based on occupational standards, although in many cases they will be taken in a programme that also includes A Levels. The Government intends to introduce them in a phased approach, by groups of subjects, from September 2027 through to September 2030. However, Cambridge OCR and others in the education sector have warned that the proposed timeline is very ambitious. Awarding Organisations will be focussing on the development of the first tranche of qualifications very soon, once guidance is received from the DfE.

Level 2

At Level 2, the government is proposing to develop two clear post-16 pathways: an occupational pathway for those progressing to Level 2 employment, and a further study pathway for those moving to Level 3 qualifications. Again, as with Level 3, the DfE consultation explores the key principles for these two pathways at Level 2 including design, subject, content and assessment. 

Level 2 qualifications will be developed by Awarding Organisations at the same time as Level 3 in the same subjects. The first Foundation Certificates and Occupational Certificates will be taught from September 2027, with full rollout by the start of the 2030/31 academic year, as per V Levels. Subjects will be developed concurrently at different levels, i.e. Level 2 and Level 3 in the same subject. 

English and maths support

New 16-19 English and maths preparation qualifications at Level 1 will be introduced for lower prior-attaining students (grade 2 or below) before GCSE resits, giving students time to consolidate foundations before progressing further. 

Final thought

These proposed reforms are a significant change to the post-16 qualification landscape. At Level 3, the switch to V Levels aims to simplify the landscape, from approximately 900 approved Level 3 qualifications to a clearer, more coherent system aligned with occupational standards and employer needs as well as providing breadth and preparation for further study. 

Similarly, at Level 2 the Government’s intention is to provide a clearer offer for post-16 learners who will get the opportunity to train for work through the Occupational Pathway, or study to progress to Level 3 through the Further Study Pathway. The detail as to how these two pathways will be delivered and how young people might switch from one to another is currently being considered.

There has been much change over recent years in the post-16 vocational landscape. At Level 3, T Levels are to be the sole option for large technical qualifications and A Levels remain as the long-standing qualification of choice for Level 3 academic study. V Levels must now be allowed to find their place in the Level 3 landscape and be given time to settle and become a valuable option for students as they look to progress their studies and, ultimately, develop the knowledge and skills for further study, great jobs and great careers. And as we noted in our own response to the consultation, educators should be involved in the development of these new qualifications, with early and open collaboration across the education sector vital for the success of these reforms. 

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About the author

David joined Cambridge OCR in October 2014 as a Sector Manager and later joined the Policy and Stakeholder Relationships Team in 2017. He has previously worked for the Department for Education, the Learning & Skills Council and two Sector Skills Councils prior to joining Cambridge OCR. David leads on policy relating to post-16 qualifications.