V Levels won’t fix vocational education – T Levels didn’t

For years, England’s education system has made it clear that the only route that counts is the academic route. A Levels lead to university. University leads to a career. Everything else is framed as a back-up. So the government’s goal to tackle ‘snobbery’ around vocational education feels like a great step forward.

The proposed new V Levels aim to give students more flexibility by allowing them to combine vocational and academic subjects after GCSEs. Courses in areas such as digital skills, finance, and education could sit alongside traditional A Levels, with each V Level equivalent to a single A Level.

Giving young people more choice in how they build their education appears to be a step forward. But is another qualification really the change the current system needs?

Why haven’t T Levels worked as intended?

The UK has spent the last decade trying to strengthen technical education. The introduction of T Levels in 2020 was meant to be a major turning point, designed to create a high-quality alternative to A Levels.

T Levels combine classroom study with industry placement, giving students the chance to spend time working directly with employers. In theory, they represent exactly the kind of practical learning many people say is needed to change the system for the better.

Yet, despite the ambition, T Levels have not shifted the vocational education landscape.

Are vocational and technical qualifications valued?

Recognition has been one of the challenges. When T Levels were first introduced, some leading universities indicated they would not accept the new qualification as a direct alternative to A Levels for undergraduate entry. A government-commissioned review also found that some students applying to university were rejected because they had taken T Levels rather than traditional A Levels.

And when we look at employment, a government report from 2025 found just 19 per cent of employers reporting they had a ‘very’ or ‘quite good’ understanding of T Levels. Over a third – 36 per cent – had no understanding at all.

While this doesn’t mean employers or universities will not accept T Levels, it does highlight mixed signals and a lack of awareness. That can leave students uncertain about what doors are open, and which may be closed – and how hard they could have to push to get through.

So the announcement of V Levels raises important questions: if the introduction of T Levels nearly six years ago is still yet to reshape opportunities for young people, why would this new qualification succeed?

Why new qualifications alone won’t fix vocational education

If policymakers genuinely want to transform vocational education, the focus must shift away from the names of qualifications, or broad definitions of what type of study sits where, and towards the conditions that allow learning.

Employer engagement is crucial. Strong vocational systems rely on close partnerships between education providers and industry. Apprenticeships and placements depend on employers having the capacity and incentives to train young people, support them to develop practical skills, and create opportunities that help them move into employment smoothly. Without this infrastructure, no one gets anywhere.

What young people really need from the education system

The ambition behind V Levels is to challenge outdated hierarchies between academic and vocational learning – and that is important. But, ending the ‘snobbery’ will take more than adding another category qualification to the post-16 landscape. It will require sustained investment in further education, stronger partnerships with employers, and a genuine commitment to building pathways that combine learning with real-world experience. Until that is achieved, the deeper challenges remain unsolved.

Young people don’t need a different certificate. They need real opportunities to build skills, gain experience, and move confidently into the world of work.