T-levels – The Consultation Process

T-levels – The Consultation Process

The government has today launched the public consultation process for the new T-level qualifications. The consultation has been delayed for a considerable amount of time, but it has finally arrived.

The consultation takes the form of an online survey and has 45 questions. It will close on 8th February 2018 – and so we have 10 weeks to make our voices heard.

The overall aim of the consultation is to receive opinions from training providers and businesses as to how the new T-level qualifications can be designed to meet the aims set out in the Salisbury Report and the government’s post-16 skills plan.

You can read more information about the new T-level qualifications here

 

The consultation can be found here

 

Here is an example of some of the questions asked, as a primer:

 

  • Do you agree that the principles outlined above are the right ones on which to base a review of level 3 qualifications we should continue to fund in the new system, alongside T levels and A levels?

 

  • Do you agree that we should review qualifications at level 2 and below based on the principles that these qualifications should support progression into employment or higher level study and have a value in their own right alongside T levels?

 

  • Do you agree with the proposed approach to assessing technical qualifications?

 

  • Do you agree with the approach to grading technical qualification components?

 

  • Should students be able to opt to take a higher level maths qualification e.g. core maths, A levels maths or work towards higher grades in GCSE even if T level panels do not require it? What are the issues for providers in delivering this?

 

  • Where there are additional occupation- specific requirements that can be delivered or assessed off the job, do you agree that these should be incorporated into T levels?

 

  • How can T levels be designed in a way that enables students to progress onto apprenticeships?

 

  • How can T levels be built to provide a solid grounding for, and access to higher levels of technical education?

 

  • What good practice already exists in enabling learners with technical (rather than academic) backgrounds gain access to, and succeed on, degree courses?

 

  • What do you think the biggest challenge will be for providers in delivering new T levels and what additional support do you think providers will need? Specifically, ensuring: – the right facilities are available – the right equipment is available -appropriately trained staff are recruited, and in the numbers required -existing staff get high quality training and development

 

  • What information do you think will need to be provided to be able to market T levels effectively to students and parents and how far in advance of first teaching will it be needed?

 

  • How much engagement do providers currently have with industry professionals in shaping the curriculum, teaching and training other members of staff?

 

  • What challenges will providers face if they want to bring in more industry expertise?

 

  • Should we seek to further influence which T levels are offered by providers, according to local and national skills needs?

 

  • What additional support will providers need to ensure that T levels meet local skills priorities?

 

  • Which of the proposed performance measures are most important? Are there any other measures, such as student and employer feedback that should be part of the accountability system for T levels?

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