The prime minister’s recent proposals on 14-16 routes have reignited an important debate about pathways and, importantly, repositioned technical education as a first-choice route rather than a second-best option. Drawing on my Churchill Fellowship, which funded my exploration of work-connected learning systems in Australia and Canada, I believe the bigger lesson lies elsewhere. The systems that impressed me most did not begin by asking what new qualification should be created. They began by asking how progression could be intentionally designed around young people, local opportunity and long-term outcomes. Become a member for unlimited access to FE Week Our members enjoy early access to exclusive content and in-depth articles before anyone else. Get expert journalism on FE and skills, experience fewer ads, and unlock a growing range of member benefits. subscribe If you have an account, please login. Sign in