AELP has responded to Ofqual's consultation on the regulation of post-16 vocational and technical qualifications at Levels 2 and 3, and welcomes the opportunity to contribute to feedback which we hope will shape a qualifications system that supports progression, employer confidence and positive outcomes for learners.
Across our response, we broadly support the ambition to create a more coherent and consistent qualifications assessment landscape. However, we have also highlighted the importance of ensuring that qualification design, content and assessment remain closely aligned to the needs of learners, employers and providers.
We believe that Ofqual should:
- Keep vocational qualifications genuinely vocational, with assessment that reflects practical skills, occupational competence and real-world application, not just academic knowledge.
- Ensure new qualifications support clear progression, including maintaining strong routes into Level 3 study, apprenticeships and employment, while keeping V Levels distinct from other pathways.
- Design assessment and digital delivery around learners and employers, avoiding excessive reliance on high-stakes terminal assessment and ensuring digital assessment is accessible, authentic and deliverable.
- Put inclusion and deliverability at the heart of reform, monitoring the impact on disadvantaged learners and those with SEND, and working closely with providers and employers to ensure the new system works in practice.
Protecting the distinct value of vocational education
A key theme throughout our response is the need to protect the distinct value of vocational and technical education. While consistency and comparability are important, qualifications must continue to provide opportunities for learners to develop and demonstrate practical skills, occupational competence and applied knowledge. Employers need confidence not only in what learners know, but also in what they can do.
We broadly support the proposals for the size and assessment outcomes for Foundation Certificates and Occupational Certificates and recognise the important role they could play within the reformed qualifications landscape. Foundation Certificates should provide learners with the opportunity to develop the skills to successful study and achieve Level 3, while the assessment and certification of Occupational Certificates should support progression into employment and apprenticeships (amongst other destinations).
In relation to the proposed V Levels, members raised questions about how these qualifications will sit alongside existing academic and technical routes. AELP members also questioned whether the proposed assessment objective weightings will really meet the intended purpose of the V levels. We remain consistent in our message that the Department for Education need to ensure that V Levels remain clearly differentiated from other academic pathways. We have also reiterated members feedback that the singular size V levels is not what the sector has consistently fed back.
Designing assessment that reflects occupational competence
Assessment design was another significant area of focus. AELP supports assessment arrangements that maintain standards and public confidence, including the use of synoptic assessment and effective moderation processes. However, providers continue to have concerns about proposals that place significant emphasis on terminal and externally controlled assessment. Vocational qualifications should be designed to capture sustained performance, practical competence and the application of skills over time, rather than relying too heavily on high-stakes assessment at the end of a programme.
We also stressed the importance of ensuring that reforms work for all learners. Many vocational learners are from disadvantaged backgrounds, have SEND, or require additional support to achieve their goals. Continued monitoring should be in place to assess the impact of assessment requirements, qualification structures and on-screen assessment arrangements to ensure that reforms do not create unintended barriers to participation or achievement.
Taking a balanced approach to digital assessment
On-screen assessment is an area where opportunities and risks must be carefully balanced. We support the use of digital assessment where it enhances authenticity and reflects workplace practice. However, successful implementation will depend on provider readiness, accessibility, robust infrastructure and adequate support for learners. Digital assessment should improve validity and not inadvertently assess digital confidence rather than vocational knowledge and skills.
Working together to deliver successful reform
Overall, given the constraints of the consultation there is broad support for the direction of travel set out by Ofqual but we believe successful implementation will depend on maintaining a clear focus on progression, vocational authenticity, inclusion and deliverability. As qualifications reform continues, we look forward to working with Ofqual, awarding organisations and government to ensure that the new qualifications system delivers positive outcomes for learners, providers and employers alike.
This response reflects AELP's longstanding position that qualifications should provide clear and meaningful progression routes, support the development of occupational competence, and recognise the diverse learner journeys that characterise the further education and skills sector.
Paul Stannard
Senior Policy Manager
The Association of Employment and Learning Providers (AELP) is a national membership body, proudly representing organisations operating in the skills sector. AELP members deliver a range of training and vocational learning – including the majority of apprenticeships as well as Skills Bootcamps, 16-19 Study Programme, Adult Education Budget and more.
For further information or interviews please contact Matt Strong, Communications Manager, AELP, on 07920 161685 or [email protected]
AELP Response to Ofqual Consultation on the Future Regulation of Level 2 and 3 Vocational Qualifications
Together, we can build a stronger work-based skills system that creates opportunity for learners, supports employers and strengthens the economy.
