The rapid introduction of V-Levels, a brand new qualification set to replace the current mix of vocational qualifications such as BTECs and Applied General Qualifications at Level 3, already posed big challenges for the education industry. Further challenges were added when Andy Burnham took office in July 2026 and announced that schools would need to deliver technical pathways from age 14 starting in some areas in September 2028.
As Burnham pushes for local leaders to shape the connection between education and employment in their area, using data, local knowledge and incentives for employers to support these decisions will be crucial in ensuring the new vocational landscape achieves the steep goals it has been set. Above all, Labour’s issue is whether they can execute these reforms effectively enough to address the growing perception that education is disconnected from the lived realities of our population, and no longer guarantees a straightforward route to success in adulthood.
Where are we now and how did we get here?
The Curriculum and Assessment Review
The current Labour government’s journey to education overhaul began just weeks after their general election success in 2024, commissioning of the Curriculum and Assessment Review (CAR), led by the Education Endowment Foundation’s Professor Becky Francis.
Closing in November 2025, the CAR concluded that incremental changes to improve skills and accessibility, and reforming assessment and vocational pathways, were needed to ensure the curriculum is “cutting edge and fit for purpose, equipping young people with the knowledge and skills they need to thrive in a rapidly changing world.” The CAR concurred with the Post-16 education and skills white paper, published the month previous in October 2025, which set out landmark reforms including:
- investing in skills via improved data tracking, devolved collaboration, and SME apprenticeship funding
- introducing V-Levels – new Level 3 qualifications that ‘mix and match’ with academic subjects.
Recent developments – V-Levels and more
In March 2026, the first ever V-Level subjects for teaching from September 2027 were revealed: Education, Finance and Accounting, and Digital Systems and Data. Then, in May 2026, former health secretary Alan Milburn’s interim report detailed “a record of failure” leaving nearly 1 million aged 16-24 in the UK not in education, employment or training — NEETs.
Fast forward to July 2026, and Andy Burnham has replaced Sir Keir Starmer and installed a new education secretary in Lucy Powell. Within a week of entering office, Burnham announced that he will hand over 16-19 funding decisions to local leaders, and asked schools to work with local colleges and employers to integrate technical work experience and vocational training pathways from age 14.
Government ambitions: how will the vocational landscape be transformed?
The government wants to see clear pathways for every student entering post-16 education, regardless of academic, technical or vocational classification.
“We want to ensure that, in the reformed system, students are taking study programmes that meet their needs, support their progression to higher-level study or apprenticeships, and support local and national economic needs.”
For a student entering 16+ education in the post-reform landscape, the following options will be available:
Level 2 study programmes
- Foundation Certificates: one-year vocational qualifications for students who wish to progress to Level 3 study, supporting progression into A-, V- or T-Levels.
- Occupational Certificates: two-year qualifications that aim to prepare a student for entry into a specific occupation or sector.
Level 3 study programmes
- A-Levels: academic qualifications that follow the established pathway to higher education.
- T-Levels: two-year technical qualifications designed for progression into employment in a specific occupation or sector.
- V-Levels: vocational qualifications designed to be taken in combination with each other, or with A-Levels, providing opportunities for students to explore one or more sectors before progressing to apprenticeship, employment or Level 4 study.
Why V-Levels?
V-Levels are intended to support the transition stages within post-16 education and while developing workplace-relevant skills and knowledge. However, they will not provide the occupational competence that an Occupational Certificate or a T-Level develops.
In the wake of the ‘NEET crisis’, V-Levels are billed as the state’s answer to preventing young people from missing out on opportunities for education, employment or training.
Digesting the V-Level timeline
Reforms to the vocational landscape are being implemented through an integrated and staggered rollout across all post-16 pathways. As practical guidance is being released for the 2027 cohort, consultations for subject content for the rollout of 2028 and beyond qualifications are underway. First, let’s unpick the timeline for the 2027 rollout.
July 2026
In July 2026, the finalised list of subjects, titles and content for 2027 Occupational Certificates, Foundation Certificates and V-Levels was released. The aims for students are set out: develop workplace purposes, transferable skills and theoretical knowledge for each subject, and guidance for awarding bodies in the following subjects and pathways:
- Occupational Certificates: Education and Early Years, Catering and Hospitality
- Foundation Certificates: Digital Systems and Data, Education
- V-Levels: Accounting and Finance, Digital Systems and Data, Education
September 2026
In September 2026, we expect an influx of practical guidance for implementing the first year of teaching these new qualifications:
- Ofqual to publish regulations
- Funding approval and eligibility criteria from the DfE
- Draft qualification specifications
- Exemplar progression pathways for V-Levels only
Spring 2027
In Spring 2027, qualification materials are set to be released for Occupational Certificates, Foundation Certificates and V-Levels, then in September 2027 we will see the introduction of V-Levels for the first time, while funding for related legacy qualifications is removed.
Post-14 technical pathways
Alongside major changes to the post-16 vocational landscape, Prime Minister Andy Burnham has announced major changes to the secondary curriculum, asking local leaders to shape their technical education around local industry and businesses. After these changes, pupils will be able to combine academic subjects with technical education and practical work experience from Year 10. At the time of writing, this announcement is still to be accompanied with any official legislation or guidance, yet it already invites some consideration from the sector.
What’s next?
Generally, reactions to the spirit of these reforms have been positive, although there is speculation around the practicalities of execution. With the United States’ recent emphasis on ‘Career Technical Education’ to remedy the same political and policy issues — unemployment, skills shortages and a loss of faith in the education system – Richard Eyre notes some recommendations for implementing our own programme of reform:
- Technical education should push students towards a specific desired outcom e.g. transferable education credits and recognised industry skills, rather than just diverting students who are not on track for academic achievement at Level 2.
- Vocational and technical education should be positioned as complementary to higher education and academic rigour, rather than as an ‘easier’ option.
- Improve careers guidance and engage employers into facilitating work-based learning: careers advisors are currently less than 1 per 1000 English secondary students and incentives should be offered for employers to navigate the legal logistics of hosting students.
- Data insights from the labour market should be used to influence the pathways in which students are encouraged to go down.
- A network of intermediary regional organisations to coordinate the school to career pathway in line with Burnham’s devolvement strategy.
The last two points are most consequential: as Burnham pushes for local leaders to shape their area’s school to career pathways, using data and local knowledge to support these decisions will be crucial to ensuring the new vocational landscape reaches its goals.
What about the MBacc?
Burnham’s mayoral success with the MBacc is certain to be an influence on how he will approach national vocational reforms. Rather than adding another qualification to the already crowded post-16 education landscape, the MBacc is a framework that aims to give students “a clear line of sight to good jobs” in vocational and technical areas; a route that runs parallel to the established academic pathway.
Although Burnham wants education to be tied to local economies, there are many areas across the UK without booming industries. Consequently, there is a risk of already deprived areas being overlooked by these reforms.
A growing disconnect
Almost a decade ago, The Edge Foundation proposed integrating employment skills into schools starting at age 14. Their vision aligns with Burnham’s plan for devolved, technical, and academic pathways, and emphasised long-term commitment, not just the focus of a single parliament. Given the rapid turnover of prime ministers – Burnham the 7th since 2016 – longevity is a salient observation.
As local leaders gain the power to integrate education with industry, competent data analysis and communication strategies will be critical. Otherwise, these reforms risk lacklustre implementation and a deepening of young people’s distrust of the education system.
Supporting the transition into technical and vocational education
As the education sector prepares for the introduction of V-Levels and other technical and vocational qualifications, Oriel Square can help ease the transition and make your products have an impact in the classroom and beyond. For example, through development of pilot materials, a programme of research, or a curriculum and assessment change communications plan. Get in touch at contactus@orielsquare.co.uk to learn more.