Our learners can’t wait years to see the fruit of their labour

Last week, I placed three piles of Jelly Tots on the table in front of my three children and asked them to wait 20 minutes before eating them. If they did, I would double the reward.

It’s the classic Stanford marshmallow experiment. Two of them managed it. The eldest didn’t.

The difference wasn’t about discipline or character; it was about developmental readiness.

Yet in FE, we often design our reward systems as if all learners should naturally possess the delayed gratification skills that took us decades to develop.

When we struggle with attendance in FE, we frequently respond with systems that make perfect sense to us as adults. We explain that attendance leads to qualification success, which leads to employment opportunities, which leads to financial stability and life satisfaction.

We’re asking young people to hold a chain of cause and effect that stretches months or years into the future.

For many of our learners, particularly those working at lower levels, this is like asking my eldest child to wait 20 minutes for those sweets, except the wait isn’t 20 minutes. It’s 20 months.

The uncomfortable truth is that we’ve built educational reward structures around adult priorities and adult timescales.

Qualifications are meaningful to us because we understand their currency in the employment market. Progress reviews matter to us because we can visualise how small improvements compound over time.

But we cannot assume that what drives us will automatically drive the young people sitting in front of us, especially when many are still developing the neurological architecture that makes delayed gratification possible.

This becomes particularly acute for lower-level learners. If you’re working at entry level or level 1, the neurological pathway between “attend this session today” and “achieve a meaningful life outcome” is longer and more abstract.

The qualification itself may not open obvious doors. The content might feel disconnected from immediate life. Why would you keep showing up when the promised reward is distant, uncertain and possibly not even something you want?

We need to be honest: these learners need more reasons to engage, not fewer. They need rewards that land within their current developmental capacity for delayed gratification.

That doesn’t mean lowering expectations, it means recognising that motivation looks different at different stages of development and different levels of achievement.

What might this look like in practice? It means creating micro-rewards and immediate feedback loops. It means ensuring that something positive happens in today’s session, not just that today’s session contributes to something positive in six months.

It means making progress visible and tangible on a weekly basis, not just at formal review points. It means building relationships where attendance itself becomes rewarding because the learner genuinely wants to see their tutor and peers, not because they’re abstractly pursuing a qualification.

It also means acknowledging what we’re really asking of young people. When an adult attends professional development, they’re exercising skills built over decades: the ability to tolerate boredom for future gain, to see beyond immediate discomfort, to trust that effort will pay dividends later.

When we ask a 17-year-old with interrupted education and limited positive academic experiences to do the same, we’re asking them to perform a cognitive feat they may not yet be equipped for.

The question isn’t whether we should demand attendance and engagement – of course we should. The question is whether our systems of motivation and reward are genuinely designed for the learners we serve, or whether they’re designed for the adults we are.

If attendance is a persistent problem, we might ask ourselves: are we expecting learners to wait 20 minutes when they can only wait five? And if so, what are we going to do differently to meet them where they actually are?

How we’re using Brown’s empathy strategies to improve teaching

The role of teaching and learning has evolved beyond academic attainment. Increasingly, FE colleges are recognised as relational environments where learners’ sense of belonging, emotional safety and wellbeing directly influence engagement and outcomes.

In response to this, I introduced a teaching and learning strategy rooted in Brené Brown’s work on leading with empathy. While this work is in its early stages, it is beginning to have a positive influence on classroom culture and aligns closely with the updated Ofsted inspection framework’s emphasis on inclusion.

I was introduced to Brené Brown’s work by my partner, at a time when I was reflecting on how well existing approaches to behaviour and engagement were serving learners.

Her work is most associated with leadership development, and leading with empathy is being introduced through leadership training rather than classroom practice.

While her research originates in the US, there is growing interest in similar relational and trauma-informed approaches across UK further education.

Why empathy matters

Brown describes empathy as the ability to understand and share another person’s feelings without judgment. Within education, this means recognising learners as whole individuals, shaped by their experiences both in and out of the classroom.

Empathy does not equate to lowering expectations or avoiding challenge. Instead, it enables staff to respond to behaviour, engagement and learning needs with curiosity, fairness and compassion.

Research into student-teacher relationships demonstrates that pupils who feel understood and supported are more likely to engage, persist with challenge and develop positive attitudes to learning.

The strategy introduced was underpinned by three key principles drawn from Brown’s work.

1. Creating psychological safety

Staff focus on building environments where pupils feel safe to contribute, make mistakes and ask for help. This includes normalising error as part of learning, actively listening to pupil voice and responding to mistakes with guidance rather than shame. When pupils experience psychological safety, they are less likely to disengage through avoidance or challenging behaviour.

2. Empathetic but courageous conversations

Empathy is embedded through restorative and solution-focused conversations. Rather than asking, “What rule has been broken?”, staff are encouraged to explore, “What has happened here, and what support is needed next?” These conversations maintain clear boundaries while acknowledging the underlying factors influencing behaviour, such as unmet needs, anxiety or external pressures.

3. Consistency, structure, trust

Predictable routines, clear expectations and calm responses help pupils feel secure. This balance of warmth and structure is particularly beneficial for pupils with additional needs, those experiencing adversity and learners who struggle with regulation or transitions.

Early impact and staff engagement

Early indicators have been encouraging, particularly in relation to staff engagement. Teachers report increased confidence in applying empathetic, relational approaches within their practice.

Feedback suggests staff value the shared language and clarity this approach provides, especially when responding to behaviour, supporting vulnerable learners and maintaining high expectations alongside compassion.

While it is too early to draw definitive conclusions, initial learning visits and informal ‘walk thrus’ point towards a more inclusive culture developing across the setting. Staff are beginning to report stronger relationships with learners and a heightened awareness of individual barriers to learning.

Importantly, inclusion is understood not as the responsibility of specialist teams alone, but as a shared, everyday responsibility embedded within teaching and learning practice.

Alignment with Ofsted

The Ofsted framework places emphasis on how effectively FE colleges identify, understand and meet the needs of all pupils. An empathetic teaching and learning approach supports this by demonstrating strong understanding of individual needs, equitable access to learning, relational approaches to behaviour and inclusive practice enacted consistently across classrooms.

Inspectors look for inclusion as lived experience rather than policy alone. Empathy-driven practice ensures that values of fairness, dignity and support are evident in daily interactions.

By embedding Brown’s principles into classroom practice, staff are better equipped to support diverse needs while maintaining high expectations.

This approach not only aligns with the new Ofsted framework but also reflects a moral commitment to educate with humanity, understanding and purpose.

A patchwork system of support cannot solve the NEET crisis

The Milburn Review is soon expected to publish its diagnosis of one of the most pressing challenges facing the country: the rising number of young people not in education, employment or training (NEET).

But the real question is: how will policymakers and the sector respond?

At EDT, we work directly with tens of thousands of young people and adults out of work or education every year. We consistently see not a lack of ambition, but a system that too fragmented to help young people turn that ambition into reality.

Access to employability support varies hugely depending on where a young person lives; Intensive or tailored support in one local authority not existing in the next. 18-year-olds falling between youth and adult funding streams. Waiting times for access to mental health services varying wildly from one area to another.

This is replicated at a national level. Responsibility for NEET young people is spread across schools and colleges, local and combined authorities, the Department for Work and Pensions, the Department for Education and the voluntary sector.

The resulting patchwork of provision is difficult for professionals to coordinate and even harder for young people to navigate.

This matters all the more because we have found that nine in ten frontline employability providers identify low confidence as a key barrier to young people entering education or work – a challenge even more acute for care-experienced young people lacking stable support networks.

The youth guarantee, two weeks’ worth of work experience and expanded apprenticeships are to be welcomed. But it takes time for these policies to translate into real opportunities, and without stronger national coordination, we risk adding more programmes to an already complex landscape.

Gatsby for NEETs?

We can learn from one part of the system in particular that has improved significantly in recent years: careers guidance in schools and colleges.

The Gatsby Benchmarks offer a clear national framework for what good careers provision looks like. Too often delivery still varies, but schools and colleges share a common set of standards, supported by national infrastructure through the Careers and Enterprise Company and Careers Hubs.

There is no equivalent framework for the services supporting young people who are not in school or college, employment or training.

NEET provision could benefit from the same principle: a framework for high-quality support coordinated nationally – but combined with strong local partnerships to deliver it.

Drawing on our programme delivery, we have begun to develop a framework built around the following principles.

If we are serious about reducing NEET numbers, prevention matters as much as the cure. We cannot separate what happens in schools, at key transition points, and once young people fall out of education or work. Any ladder of opportunity is only as strong as its weakest rung.

That means ongoing access to high-quality careers information, advice and guidance, alongside responsive post-16 learning pathways aligned to young people’s goals.

Ongoing support

Where a young person or adult disengages, local services should be able to track, monitor and re-engage them quickly to reduce ‘not known’ outcomes.

Every NEET young person should have access to a trained adviser and personalised support plan. Where they face complex needs, support should be differentiated and delivered holistically, with strong coordination and collaboration across services. That could include access to flexible funding to address practical barriers such as transport, childcare or digital access.

There should be clear pathways into further education, training and employment, including meaningful opportunities to experience and succeed in a work environment, building confidence and employability skills step-by-step.

Crucially, young people must be at the heart of decisions affecting them. That includes these important conversations about the shape and nature of services designed to support them.

At present, many of these elements exist but they are unevenly distributed or too short-term. Strong local programmes deliver excellent outcomes, but they are rarely embedded across the system.

In the same way that schools work towards the Gatsby benchmarks, organisations supporting NEET young people could work towards a shared set of standards for early identification, personalised guidance, workplace exposure and coordinated support back into education, employment or training. This could be coordinated centrally by an independent body (akin to the Careers and Enterprise Company), and supported by local hubs to drive meaningful results. 

The Milburn Review has an opportunity to move the conversation beyond diagnosis and towards system reform.

We dearly hope it recommends national coordination, clear standards for quality support, longer-term funding and genuine collaboration across services to ensure that new initiatives deliver lasting change.

Because if we are serious about reducing the number of young NEETs, we must know what we are all striving for, what excellent practice looks like, and how that is delivered in a joined-up system from school through to adulthood.

Careers guidance isn’t an add-on, it’s the basis of NEET prevention

At Wigan & Leigh College, what we’re doing around careers guidance is making a transformative difference to young people at risk of becoming NEET (not in education, employment or training). 

When good careers guidance is underpinned by the Gatsby benchmarks and is made a strategic priority for leaders, it transforms lives.

The latest government guidance calls on leaders to make careers guidance a leadership priority; we’ve been ahead of the curve and have been prioritising careers guidance for many years.

This has had a huge impact on NEET numbers, which in our area are below the national and regional average. Careers guidance is embedded in strategic planning, discussed at every level and reflected in everyday interactions.  

Whole college approach 

Careers guidance is woven into every stage of a learner’s journey, from their first encounter with the college to their progression beyond it.

This whole-college approach, championed by the entire leadership team and delivered consistently by staff, ensures young people always understand why they are learning and where it can take them.  

This work begins well before enrolment. Close collaboration with schools and the local authority allows us to engage learners at key stage four, helping them understand their strengths, interests and ambitions. 

This ensures our young people really are guided correctly to the provision that they’re actually going to succeed in, thrive in and be retained in. 

We proactively view our learners as ‘future leavers’, focusing on what they need to thrive well beyond their time at college.  

Full breadth of pathways  

One of the most effective strategies in preventing young people becoming NEET is ensuring that young people see the full breadth of pathways open to them.

Too often, learners believe there is only one route – commonly A Levels followed by university – and if that pathway closes, they can feel they have failed.

Our approach is to present academic and technical routes, apprenticeships and higher education as equally valid and visible options. This approach reduces the risk of young people disengaging when plans change or results are not as expected. 

A second key element to our careers programme is individualisation; for those learners who could be described as either disadvantaged or disengaged, it is about providing them with something bespoke that meets their specific needs and that is layered on top of what all young people are universally entitled to. 

We’re looking for the things that resonate for that particular young person, that remove barriers or sparks something in them – something that makes them think: “That’s it, that’s what I want to do. That’s my goal.”  

When you align that tailored approach with ongoing careers guidance that evolves as the young person progresses in their journey, it has far more impact. 

An example of this is a programme we’re involved in, called Success 4 Life. It’s a collaboration between us, the council and GM Higher, our regional network of higher education providers.

Students who don’t traditionally go to university can come and explore the different pathways that can help get them there.

They may not know what they want to do and they might have certain challenges stopping them accessing next steps.

The programme also helps with essential skills and builds confidence and motivation. It is a very bespoke intervention that really makes sure that young people have got everything they need to move on and transition seamlessly. 

Preventing young people becoming NEET is not achieved through a single initiative; it requires sustained partnership with schools, local authorities, employers and higher education, early and ongoing guidance and a relentless focus on helping every young person find a pathway that fits. 

As FE leaders, we have a unique opportunity to influence not only individual lives but the prosperity of our communities. A genuinely strategic approach to careers guidance is one of the most powerful tools we have.

Minimum wage makes 16-year-old apprentices too pricey to employ

The newly formed Exeter & North Devon Colleges Group is one of the largest college providers of apprenticeships in England. Nearly half our apprentices are young apprentices, and the fact this is unusual is a problem we need to address.

Many Western countries have a problem with a rise in NEETs (those not in education, employment or training). In France, youth unemployment stands at 18.1 per cent. The UK has nearly one million NEET young people. I therefore welcome the Milburn review, but want to share two reflections based on my lived experience.

I had the privilege (and responsibility) of being one of two individuals with an FE background on the curriculum and assessment review. The most hard-hitting lesson was a genuine awareness of the unintended consequences of an action, policy or decision. This almost seemed to me like a game of whack-a-mole… solve a problem over here, create a new one over there.

In two facets of the apprenticeship market we are struggling with this.

Many of us would say the introduction of the minimum wage has been a great policy, with a moral purpose, strong social intent and the aim of creating a fairer society. However, if it had existed when I was a 16-year-old looking for an apprenticeship, opportunities might not have been there.

When I was 16, nearly 15 per cent of young people in England started an apprenticeship. Today, it’s 40 per cent in Austria and nearly 50 per cent in Germany: the last time I saw the figure for England, it was just 4 per cent. 

In effect, at age 16 you have three choices: full-time study, get a job (in a challenging jobs market) or become NEET. My feeling is that we have inadvertently priced 16-year-olds out of the jobs market. 

As a construction apprentice, 16-year-old me earned £28.50 a week (£104 today)… and to be honest, I wasn’t worth much more!

When I was 17, my wages doubled to £60 a week (£210 today). Then when I was 18, working as a third-year advanced apprentice, I was paid a proper wage, by which point I was actually really useful to my employer.

Today, we treat 16, 17 and 18-year-olds as one group. And because an employer in 2026 must pay 16-year-old John £296 a week, opportunities have dried up.

Then comes whack-a-mole problem number two. Today, all apprentices are funded at the same rate. Yes, 16-year-old me, with all my teenage quirks, safeguarding needs and limited life experience, gets the same apprenticeship funding as a highly experienced 55-year-old apprentice. 

There is no real benefit, and if we are honest, a lot of unfunded additional costs, to a training provider or college that takes on a young apprentice.

We’ve ended up with a system that encourages employers to employ older apprentices. The employer-led design of apprenticeship standards has also created a product (often including a duration) more suited to older apprentices.  

I welcome some of the current changes: the introduction of foundation apprenticeships, the reintroduction of more level 2 apprenticeships and the renewed ambition of Skills England, the Department for Work and Pensions and the Department for Education.

And fortunately, we have a minister in Baroness Jacqui Smith with the experience, passion and drive to make positive changes.

I would like to see three things:

  • Funding to be increased for young people studying an apprenticeship. Young people are more expensive to train and educate.
  • The training wage differentiated for 16-year-old apprentices (year 12) and 17-year-old apprentices (year 13). I would also hope to see the rules around benefits amended to ensure families do not lose out if a young person chooses an apprenticeship over a full-time study programme.
  • The creation of a significant incentive package for employers to take on young apprentices, including support for SMEs.

Many may disagree with my ideas, but we at least need to start the conversation to capture the future.

Having a four-day teaching week provides a fifth day for real life

FE is rightly judged on outcomes. Qualifications matter and for many of our students they’re life-changing. At our college, attainment, progress and positive progression will always remain central to our purpose.

But in recent years we found ourselves asking: are our students leaving us ready for adult life, or simply successful in their courses?

By traditional measures the college was performing well. Results were good and progression rates high. Yet feedback from universities, employers and families was consistent.

Some students struggled with organisation, professional communication and operating confidently in unfamiliar environments. They had achieved academically, but the transition beyond education was often harder than expected.

This is not a criticism of young people. It reflects the environment they’re entering. School and college leavers in London face a particularly demanding landscape: a competitive labour market, rising living costs and increasing expectations from both universities and employers.

Grades are non-negotiable, but they are no longer sufficient. Increasingly, high quality progression routes depend on behaviours and competencies that are difficult to develop solely inside classrooms, or measurable in course outcomes.

We concluded the issue was structural rather than pedagogical. Sixth form provision is understandably qualification-led. Personal development usually sits within tutorials or enrichment. These activities are valuable but limited in reach and often accessed most by students who are already confident and well supported outside college.

For many young people, particularly those without professional networks at home, education may be their only opportunity to experience workplaces, adult expectations and unfamiliar environments before they are required to navigate them independently.

So we redesigned the timetable.

Two years ago we ran a pilot programme and consultation on the proposal to compress the taught curriculum into four days and dedicated the equivalent of one full day each week to structured personal development.

The pilot was a success with feedback from students, parents and staff in mutual agreement that it was a positive step. 

Students still complete their guided learning hours and, through longer teaching sessions, A Level subject teaching time actually increased.

The fifth day is neither a study day nor optional enrichment. It is compulsory.

Every student completes volunteering, an industry placement and a structured cultural capital and life-skills programme across the year, often across more than one sector.

At any one time, hundreds of our students are working with employers, charities and community organisations across London.

The programme requires students to source opportunities, communicate with professionals, travel independently and represent themselves appropriately in adult environments.

They sometimes make mistakes and have to resolve them: clarifying expectations, sending the email, making the phone call and putting things right. Much of the learning comes from that process.

If engaging with employers feels difficult while still supported by college, it becomes significantly harder once education has ended. The programme allows students to develop independence while a safety net still exists.

The impact has extended beyond personal development. Students increasingly understand the relevance of their subjects because they can see how learning connects to real workplaces and future careers.

Teachers report stronger motivation and more mature attitudes to study. Some students secure part-time employment through their placements, but more importantly they gain confidence operating in adult spaces.

Crucially, this was not dependent on additional funding. We achieved it through timetable redesign and redeployment of existing pastoral capacity.

The main change was philosophical: we treated preparation for adulthood as a core educational purpose rather than an additional offer.

We describe the model as a passport to independence. Qualifications open doors to university, apprenticeships and employment, but independence, communication, resilience, adaptability and self-management determine whether young people can step through those doors successfully.

FE has always been the final academic step into adulthood. If social mobility is genuinely our mission, preparing students for adulthood cannot sit at the curriculum margins.

For some young people, networks and experience come through family circumstances. For others, the institution must provide them.

Our responsibility is not only to help students achieve, but to help them function and flourish beyond education. Our timetable now reflects that responsibility.

Ministers accused of breaking 16–19 funding promise with 0.5% rate rise

Ministers have been accused of breaking a promise for a real-terms funding increase for 16 to 19 year olds made in last year’s white paper to ease demographic pressures.

The Department for Education today confirmed the national funding rate for 16 and 17 year old learners will only rise by 0.5 per cent in academic year 2026-27, from £5,105 to £5,133.

This marks the lowest increase since funding rates were frozen in 2021-22.

The move has “disappointed” college leaders, who pointed out it breaks a pledge made in October’s post-16 education white paper which said there was “significant investment” available to “ensure there is increased funding to provide real terms per-pupil funding in the next academic year to respond to the demographic increase in 16 to 19-year-olds.”

Today’s batch of 16-19 funding guidance documents also failed to reveal details of any additional funding to support significant increases in learner enrolments this year due to a demographic boom in the number of school leavers.

Leaders said the government’s recent £800 million cash injection will be swallowed up by the extra estimated 20,000 16-18-year-olds entering college last autumn. 

But the Association of Colleges (AoC) estimated that there are already around 32,000 current learners in colleges who will now be unfunded, and the “disappointing” funding rise will leave “very little” for staff pay rises. 

The white paper promised £1.2 billion of additional investment per year in skills by 2028-2029, which will allow recruitment and retention of expert teachers and will “respond” to the demographic increase in 16-19-year-olds. 

Julian Gravatt, deputy chief executive of the Association of Colleges, said: “Colleges will be disappointed by the funding announcement today by the Department for Education.

“The DfE calculation that there will be a 1.6 per cent [average per-student] increase shows that this promise hasn’t been kept, and right now, there is a lack of information on the overall budget,” he added. 

Gravatt added that the demographic bulge will bring in extra income in the 2026-27 academic year, which will be lagged for one year, but will also incur extra costs associated with more teachers, staff and teaching space. 

“This may leave very little money for pay rises in 2026-27 given that colleges are operating with funding that assumes no or minimal inflation,” he said. 

Officials have also removed the 5 per cent uplift to the national T Level funding rate for several subjects. 

Meanwhile, a £400 increase has been made to high-value courses in construction in a bid to boost the number of students who are “immediately” employable. 

However elsewhere in the 16 to 19 funding formula, there will be no changes in 2026-27 to the advanced maths premium, core maths premium, disadvantage funding, English and maths funding, English and maths condition of funding or programme cost weightings.

T Level rate lowered

T Levels with technical qualifications introduced before 2022 will have their 5 per cent uplift removed in 2026-27, even if their occupational specialisms were introduced after.

The uplift was introduced to support extra costs associated with the early rollout of T Levels.

This means the funding rate has dropped by 4.3 per cent from last year for T Levels in digital, construction, education and early years and health and science. 

The funding rate for band 9 “very large” T Levels of 1,830 total planned hours for the programme’s two years will be reduced to £14,772 in 2026-27 from this year’s rate of £15,430. 

Band 8 (comprising an average 1,680 planned hours) will reduce from £14,146 to £13,544.  

Band 7 will shrink from £12,864 to £12,316 and band 6 will fall from £11,154 to £10,680. 

Sitting alongside the above funding bands are three additional “uplifted” funding rates across bands 6 to 8. 

The 5 per cent uplift has applied to T Levels in business and administration, legal, finance and accounting, engineering and manufacturing, agriculture and animal care, creative and design and marketing. 

The uplifted band 6 will fund the marketing, finance, accounting and legal services T Levels at £11,214 per student across the two-year qualification. 

Uplifted band 7 has been boosted to £12,932, affecting T Levels such as management and administration, craft and design and media, broadcast and production. 

Meanwhile, all three engineering and manufacturing T Levels and most routes under agriculture, environmental and animal care courses will be boosted to £14,222 per student under the uplifted band 8. 

Ministers today confirmed plans to limit new T Levels to 1,080 guided learning hours, lower than the current minimum of 1,180 hours after long-standing calls from colleges that T Levels are too large and difficult to deliver at scale. 

The move followed new starts data this morning showing ministers failed to meet their T Level recruitment target for 2025-26 by nearly a fifth.

Functional skills to remain as DfE unveils ‘stepping-stone’ GCSE resit courses

Functional skills qualifications will remain available “for some students” as ministers introduce new stepping-stone English and maths qualifications for GCSE resit students.

The Department for Education has launched a consultation on new level 1 English and maths qualifications for 16 to 19 year olds that leave school with GCSE grades 2 or below in the subjects. 

The so-called stepping-stone qualifications were proposed last year by the independent curriculum and assessment review, led by Becky Francis, to better prepare learners to achieve a grade 4 pass in their post-16 GCSE resits.

According to a consultation published today, most in scope students would take the new level 1 preparation courses in their first year of post-16 study and then progress to the resit in their second year.

Changes to English and maths accountability measures, first mooted in the post-16 education and skills white paper, are mentioned in the consultation but are not set out in any detail.

Different design

Unlike functional skills qualifications, the new courses will be designed specifically to prepare learners to achieve at least a grade 4 pass at GCSE. 

There will be further consultations on the detailed design, curriculum and assessment arrangements of the new qualifications, but the consultation states they will be aligned to GCSE content and address gaps from earlier key stages.

Most students who leave school with a grade 2 or below in English and maths will be expected to take the new level 1 preparatory qualifications, but the consultation doesn’t say when they will be available for teaching. Officials won’t tell us that until they analyse consultation responses.

Enrolments on alternative qualifications will be allowed, but are expected to be rare.

“We believe level 1 and entry level English and maths functional skills qualifications will remain an appropriate option for some students. We also believe that level 2 functional skills qualifications may have a role for some students. This is in line with the condition of funding guidance,” the consultation states.

Students who achieve a grade 3 in their GCSEs at school will be able to progress straight to resits.

Modular vs linear assessment

One major design question in the consultation is whether the new qualifications should be modular or linear.

DfE makes the case for a modular design, meaning students could “bank” progress over time which it said could improve the confidence and motivation of students who have previously struggled.

The consultation notes: “If students make progress in their learning but do not achieve the full qualification, having nothing to show for that progress could lead to further disengagement.”

However, one drawback of the modular approach could be that frequent assessments have the opposite effect by increasing pressure on students and create timetabling challenges for providers. 

Options proposed include making the new qualifications fully modular, fully linear or a hybrid model combining modules with a final exam. 

Condition of funding still applies

The consultation makes clear the new qualifications will sit within the existing English and maths condition of funding rules that apply to 16 to 19 study programmes. 

This rule means providers must ensure students who have not yet achieved a grade 4 or above in English and/or maths continue to study the subjects. There are funding penalties if the condition isn’t met.

DfE said the new qualifications are intended to support the condition by giving lower-attaining students more time to gain the skills and knowledge they need before attempting to resit the GCSEs.

It added that the new qualifications should be completed within the teaching hours already required under the condition of funding guidance.

The consultation closes on June 2.

Ministers shrink T Levels to boost take-up and manageability

New T Levels will be smaller than any existing course as ministers slash classroom hours to make the flagship qualifications more manageable.

The Department for Education will limit new T Levels to 1,080 guided learning hours, lower than the current minimum of 1,180 hours, while also working to “manage down the size” of existing courses.

The move follows warnings from colleges that T Levels are too large and difficult to deliver at scale.

Ministers today confirmed plans for eight new T Levels (full list below), expanding the current offer that covers 21 subjects.

The new subjects include hair and beauty and catering and hospitality – two areas where the Department for Education has previously attempted, but failed, to launch T Levels.

In its response to the level 3 and below consultation, which also clears the way for new V Levels, the DfE said it remains “confident” T Levels are the “right choice for students who know what broad career area they want to pursue post-16”.

But officials admitted they “must go further to improve their deliverability” as recruitment continues to lag significantly behind forecasts.

Colleges told the consultation that the “size and nature” of T Level content and assessment is a “significant barrier” to both developing new courses and expanding existing provision.

The DfE said it will therefore make “further changes” to assessment and industry placements to support growth. New industry placement guidance will be published by June 2026.

The minimum 315-hour industry placement will remain. But officials signalled further watering down of the mandatory requirement, including enhancing current placement flexibilities such as conducting them across multiple employers, group projects or remote working.

For newly created T Levels, the technical qualification will be capped at 1,080 guided learning hours (GLH) in the classroom, alongside the 315 placement hours and time for employability, enrichment and pastoral support.

Currently, the smallest T Levels require a minimum of 1,180 classroom hours and attract £11,154 funding per learner over two years. The largest require a minimum of 1,730 hours and are funded at £15,430.

The new cap suggests funding levels could fall.

Alongside the hours cap on new courses, the DfE said it will continue reducing the size of existing T Levels where content and complexity are deemed unnecessary.

To make T Levels “more manageable for providers to deliver at scale”, the DfE and Ofqual will remove content “not absolutely necessary to demonstrate threshold competence” and cut the assessment burden, particularly the staff time required to administer exams.

Ofqual will also consult on allowing students to retake individual core exams, instead of resitting a full exam suite if they fail one element.

Officials began a route-by-route review of T Level content in April 2024.

In March 2025, the National Audit Office warned that T Levels may struggle to scale after student number forecasts were missed by three quarters, leaving a near-£700 million spending shortfall.

Latest 2025-26 starts data, published today, shows the DfE missed its revised recruitment target by almost a fifth.

Timeline for the 8 planned new T Levels

2028-29:

– Care Services 

– Sports, Fitness and Exercise Science  

2029-30:

– Catering and Hospitality

– Expansion of creative and design 

– Hair and Beauty

– Protective Services 

2030-31:

– Art and Performing Arts 

– Travel and Tourism