The level 3 landscape is entering a period of significant change. Alongside A Levels, T Levels are becoming more established, while proposed new V Levels are intended to create clearer pathways for young people after 16. The ambition behind these reforms is understandable. For decades, governments have sought to address the challenge of achieving genuine parity of esteem between academic and technical education. As ASCL has argued, the deeply ingrained perception that academic routes carry greater status than technical and vocational routes must shift if we are to achieve that goal. Without this change, efforts to build the skills base the country needs are undermined and the talents of many young people risk not being fully recognised or developed. However, parity of esteem cannot simply be created through qualification reform. It must be earned over time through confidence, credibility and sustained support from employers, universities, schools, colleges, learners and families. If policymakers are serious about creating qualifications with lasting value, there is much they can learn from the enduring success of A Levels. 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