Written evidence submitted by National Foundation for Educational Research (ITL0006)

The National Foundation for Educational Research is the UK’s leading independent provider of education research. Our research seeks to inform the development of an education system that supports young people in their journey through education and into employment, equipping them with the skills, high-quality qualifications and information necessary for their futures, and their wider contribution to society and the economy. This inquiry submission summarises some of our recent research in relation to the Committee’s call for evidence.

1                   Progress on the rollout

The follow-ups of the first and second T Level Cohorts who completed their courses in 2022 and 2023 (see Technical education learner survey 2023: progression of the first T Level cohort and Technical education learner survey 2024: progression of the second T Level cohort) have revealed some positive elements for these first two cohorts. However, it is important to note that these were relatively small cohorts taught by good and outstanding providers and that cohort sizes are becoming larger and restrictions on provider Ofsted grading have been removed for later cohorts. These positive elements include:  

• three-quarters of T Level Cohort 1 (74%) and around two-thirds of Cohort 2 (68%) were ‘very’/’quite’ fulfilled by their current situation
• four-fifths (82%) of Cohort 1 and around three-quarters (72%) of Cohort 2 agreed that their course had allowed them to progress onto what they wanted to do
• 82% of Cohort 1 and 71% of Cohort 2 agreed that their T Level had prepared them for the workplace which, for Cohort 2, was a higher proportion than comparator technical learners on other level 3 programmes (between 10 to 15 percentage points difference depending on the subject)
• skills acquired during T Levels were being used ‘a great deal’ or ‘quite a bit’ by 70% of Cohort 1 completers and 65% of Cohort 2 completers who were studying and 57% and 53% of Cohort 1 and 2 completers respectively who were working      

• the vast majority of T Level learners to date have completed the significant industry placement which sets T Levels apart[1]. For example, 98% of Cohort 3 learners completed a placement (up from 95% for Cohort 2 and 94% for Cohort 1). High proportions of learners reported that the industrial placement was important in preparing them for the workplace or current study. For example, 77% of Cohort 1 and 65% of Cohort 2 learners reported that the placement had prepared them for their current study. In addition, 85% of Cohort 1 reported that the placement had prepared them for the workplace[2]. Significant employer engagement resulted in a higher proportion of Cohort 2 T Level learners reporting that they had developed their understanding of how workplaces operate and practical skills for their chosen occupation, compared to other level 3 technical learners

• very positively, around a third of Cohort 1 (30%) and Cohort 2 (34%) learners in work/on an apprenticeship had been employed by their placement organisation
• progression into education (e.g. degree study), employment and apprenticeships: 93% and 92% of Cohort 1 and 2 learners respectively were in education or employment when followed up as part of the Technical Education Learner Surveys which, although we need to be cautious in comparing survey data with national statistics, compares well with 89% of all level 3 learners completing their 16-18 study in sustained education, apprenticeships or employment (2020/21 figure[3]). T Level learners’ destinations tend to be comparable to those of other level 3 technical learners 
• progression into higher and degree apprenticeships: around three-quarters of Cohort 1 T Level completers on apprenticeships had progressed into higher or degree apprenticeships[4], compared to around a quarter of learners who had completed other level 3 programmes (2020/21 data[5]). We do, however, need to be cautious in this interpretation due to the small number of T Level learners progressing onto apprenticeships  
• although the retention rate is lower than desired (see below), the technical education learner survey suggests that those who leave T levels early are moving onto positive alternatives: 90% of Cohort 1 and 86% of Cohort 2 early leavers were in education or employment when followed up. Six out of ten of both cohorts had moved away from their T Level field which suggests that they changed their mind about the field they wanted to pursue. 

However, there are also some key areas which are working less well which need to be considered.

Access to, and engagement with, T Levels is an ongoing challenge and includes:  

• providers’ requirements for learners starting T Levels to have achieved grade 4+ in English and maths GCSE which can be a barrier to student access, particularly for disadvantaged learners[6]. For example, 94% of T Level entrants in 2022 had an English pass (compared to 88% of level 3 core aim entrants i.e. all entrants with a level 3 vocational core aim that was not a T Level or an apprenticeship) and 97% had a maths pass (compared to 82% of level 3 core aim entrants)[7]. These requirements are partly influenced by the size of T Levels and lack of time to undertake retakes as well as their demands which require learners to have already achieved this level    
• the size and demands of T Levels which make them unsuitable for many young people, including those who rely on working alongside studying and have caring responsibilities  
• their degree of specialisation which make them unsuitable for many young people who do not have a clear career path at age 16/17  
• low (though growing[8]) awareness, particularly amongst young people[9] and employers[10]  
• the low proportion of learners on the T Level Foundation Year progressing onto T Levels (15% in 2020/21 and 8% in 2021/22)[11] with many choosing other level 3 options.  

Although 16 of the 21 current T Levels available were available on time, these access issues have resulted in challenges in recruitment and low student numbers, as reported in the recent NAO report. Even with the expansion to 25,508 T Level learners enrolling on programmes in September 2024 (which was 42% of DfE’s November 2022 estimate), T Level students make up a small proportion of the 16/17 year old cohort. This number compares to more than 270,000 students enrolled on at least one Applied General Qualifications (AGQ) in England. Lack of learner interest has also led to six planned T Levels being cancelled.

Other key challenges include:

• securing sufficient high-quality industry placements as T Level learner numbers increase
• falling rates of satisfaction
• low retention compared to other level 3 programmes.

Almost all (98%) of learners completing a T Level in 2024 had completed an industry placement. However, quality, opportunities and employer engagement vary across the country and securing placements is becoming increasingly challenging as the numbers of students taking T Levels increase. In addition, recent research by the Edge Foundation highlighted existing challenges in organising and securing T Level industry placements and variations in students’ experiences. Whilst some students found their placements aligned with their field of study, over half of the students Edge spoke to expressed disappointment with the relevance of their work placements to their course of study. 

Regarding levels of satisfaction, in the Technical Education Learner Survey end-of-course survey, 57% of Cohort 2 learners were satisfied with their programme. This was substantially lower than the overall satisfaction level of the first cohort (71%), and lower than the satisfaction level of the comparator cohorts of 2021 level 3 technical learners (76%) and A level learners (72%). Declining satisfaction has been linked to: variability in the quality of teaching staff, delivery and placements; lack of study materials; issues with assessment and focus on external exams; and students’ challenges in balancing the workload. Satisfaction is also strongly associated with T Level route, with the lower level of satisfaction amongst Cohort 2 being influenced by challenges with the Health and Science T Level core assessments. In addition, a decreasing proportion of T Level learners would recommend their course. For example, two-thirds of Cohort 1 learners (67%) were ‘very’/’quite’ likely to recommend their programme to others which reduced to 51% for Cohort 2. Cohort 2 were less likely to recommend their course than comparator level 3 technical learners (76%) and A level learners (72%).

In terms of retention, the retained and assessed rate of 68% for 2021/22 T Level 16 year old entrants (Cohort 2) was lower than that of other large vocational and technical qualifications and A levels (75% and 88% respectively for Cohort 2 comparator groups)[12]. However, retention has increased to 71% (provisional data) in 2024. A recent EPI report found that disadvantaged and female students withdraw more often than other learners on the same pathway with similar prior attainment and other characteristics. Pass rates have also been falling cohort by cohort (97% summer 2022, 94% summer 2023, 89% summer 2024 (provisional data)[13] although this may be expected as more T Levels are rolled out by a more diverse group of providers.

The government’s route by route review is leading to continuous improvement of T Levels and the flexibilities for industry placements (allowing 20% to be completed remotely and 50% for Digital) are welcome. However, the issues outlined above highlight a range of improvements that are required to T Levels as they continue to be rolled out.

2                   Student numbers and pass rates

As indicated above, the retained and assessed rate for T Levels is lower than that of other large vocational and technical qualifications and A levels and pass rates have been falling. In addition, student numbers are well below predictions due to the challenges already mentioned. Actions need to be taken to tackle the range of barriers to young people accessing T Levels if they are to continue to grow and flourish.

3                   Plans for T Levels’ expansion

In this response we have outlined a range of challenges that T Levels are facing which need to be tackled as they continue to be developed and more widely offered. However, the evidence on learner engagement and delivery does not suggest that T Levels should be the only technical option available to 16-19 year olds. It demonstrates a clear need to retain other level 3 technical options alongside T Levels.

The Sixth Form College Association estimated that, in 2022, 191,257 students were on Applied General Qualifications which were due to be defunded in 2026. With some of these students likely to convert to T Levels, they estimated that 155,185 would be left without a level 3 option in 2026 if there had not been a pause in this defunding of Applied General qualifications.

We welcomed last year’s review of level 3 qualifications and the pausing of the defunding of qualifications which overlap with T Levels, as well as the ongoing Curriculum and Assessment Review. We feel strongly that a range of level 3 options should be offered in addition to T Levels. This should include good quality, highly-regarded (by employers and universities alike) and popular Applied General Qualifications which are leading learners to positive destinations. They should be available in different sizes, with the option to flexibly combine them with academic study. It is important to retain breadth and choice in 16-19 education, particularly for those unsure of their career direction. In addition, alternative options to T Levels need to be available which are less specialised, include different ways of learning and assessment, and allow for sufficient time and support for students to retake their English and maths.

April 2025