This article describes the following pathways for young people aged 16 to 18/19:
- applied and technical programmes
- apprenticeships
- traineeships – designed for 16- to 24-year-olds who need extra help to gain access to an apprenticeship or employment.
Curriculum, subjects, number of hours
There is no statutory national curriculum for this phase of education. Study programmes in this phase are a matter of student choice.
Students in post-16 education are generally free to take any combination of subjects offered by the school or college. They are, however, expected to follow a study programme which links to training, employment or higher education; is tailored to their prior attainment; and usually includes one or more substantial qualifications.
A study programme can contain solely general (academic) qualifications, a mix of general and vocational qualifications, or solely vocational qualifications. This article covers study programmes leading to vocational qualifications.
Study programmes for 16- to 18/19-year-olds are intended to offer breadth and depth, and the choice of programme should not limit a learner’s options for future study or work. They are expected to offer qualifications and non-qualification activities which complement the other elements of the programme, support student progression, and include work experience.
Measures to ensure that study programmes enable students to gain experience and knowledge of the workplace, and develop employability skills are, in particular, outlined in the Government’s careers strategy, published in December 2017. They are also described in guidance for sixth-form colleges and further education colleges.
All qualifications offered to students aged 16 to 18/19 must be approved by the Secretary of State as suitable for this age group, in order to be eligible for funding. This is under Section 96 of the Learning and Skills Act 2000, and eligible qualifications are contained within the Department for Education’s database of approved qualifications.
Applied and technical programmes and apprenticeships incorporate these regulated qualifications.
Young people who did not achieve a high grade GCSE in English and / or maths must continue the study of these subjects during this phase. This involves study towards GCSEs or other approved qualifications, such as Functional Skills. Functional Skills qualifications are below the level of GCSEs. They aim to equip students with the practical skills and confidence in English and maths which they will need for further study or employment.
Guided learning hours (GLH) (the time when students are under the guidance of a teacher, tutor or lecturer) for each Functional Skills qualification will increase from 45 to 55 hours for each qualification from September 2019, when reformed Functional Skills qualifications are introduced. The reforms to these qualifications aim to improve their rigour and relevance and to increase comparability between the qualifications offered by different awarding organisations.
Reform of technical and vocational qualifications
The technical and vocational qualifications available to young people during this phase of education are undergoing reform. A new technical education pathway is being created to sit alongside the general (academic) pathway (A Levels followed by university).
The new technical pathway will comprise 15 routes into skilled employment, based around occupations such as health and science, construction, social care, or engineering and manufacturing. The routes will take place either at a further education college, through new T Level qualifications (which will replace the wide range of vocational qualifications currently available), or will be delivered through an apprenticeship (4 of the 15 routes will be delivered primarily through apprenticeships).
T level programmes consist of five components:
- a technical qualification
- an industry placement with an employer of between 45 and 60 days
- the study of maths, English and digital skills
- other occupation-specific requirements or qualifications as required (for example, a licence to practise)
- employability, enrichment and pastoral provision.
The first three T Levels (in digital education, construction, and education and childcare) will be available to students from September 2020.
This major reform of the technical education system was first set out in the Post-16 Skills Plan (2016) (the Sainsbury review), and legislated for in the Technical and Further Education Act 2017. For further information on T levels and the reforms to technical education, see this April 2019 House of Commons Library briefing.
Applied and technical programmes
Schools and colleges may offer any qualifications that are approved for teaching to 16- to 18/19-year-olds. However, only certain categories of technical and applied qualifications for 16- to 18/19-year-olds are recognised in the school and college performance tables used to ensure accountability. Consequently, these are the ones that most schools and colleges offer. They are:
- Applied General Qualifications – Level 3 qualifications in a vocational area, for example, applied science, business or sport, which have been included in the performance tables since 2016)
- Technical Level Qualifications (‘Tech Levels’) – Level 3 qualifications in a specific recognised occupation, such as engineering, computing, accounting or hospitality, which have been included in the performance tables since 2016)
- Technical Certificates – Level 2 technical qualifications relating to a specific industry, occupation or occupational group, which have been included in the tables since 2017.
Applied General Qualifications
Applied General Qualifications are Level 3 qualifications designed to be taken at age 18 after 2 years of post-16 study. They are for students who wish to learn about a broad vocational area.
To be recognised as an Applied General Qualification, a qualification must have the official support of three higher education institutions (HEIs), which must confirm that the qualification fulfils entry requirements to higher education courses in a range of subjects. In addition, to be recognised in the school and college performance tables, an Applied General Qualification must have at least 150 guided learning hours (GLH). This relatively small size enables students to take one of these qualifications alongside one or more other substantial qualifications within a 16 to 18/19 study programme.
Applied General Qualifications allow entry to a range of higher education courses, either by meeting the entry requirements in their own right, or by being accepted alongside other Level 3 qualifications such as A Levels.
A list of approved Applied General Qualifications for inclusion in the 2019 school and college performance tables has been published by the Department for Education (DfE).
Technical Level Qualifications (Tech Levels)
Technical Level Qualifications, or Tech Levels, are Level 3 qualifications designed to be taken at age 18 after 2 years of post-16 study.
Tech Levels are for students who wish to follow a specific recognised occupation or technical role in an area such as engineering, computing, accounting or hospitality. They equip students with specialist knowledge and skills, enabling entry to an apprenticeship, other skilled employment or a technical degree. In some cases, the qualifications provide a ‘licence to practise’ or exemption from professional exams.
To be recognised as a Tech Level and included in the school and college performance tables, a qualification must have public support from professional bodies or from five employers representative of the industry or occupation to which the qualification relates. A Tech Level must also have at least 300 guided learning hours (GLH). This is in order to provide sufficient time for meaningful skills development that will equip a student to follow a specific occupation or technical role.
Tech Levels are one of three components of the Technical Baccalaureate (TechBacc) measure for reporting in the 16-19 school and college performance tables. The TechBacc recognises the achievement of students taking advanced (Level 3) programmes. Alongside a Tech Level, the TechBacc performance measure includes a Level 3 maths qualification and an extended project. Further information on the TechBacc is available from the Department for Education.
A list of approved Tech Levels for inclusion in the 2019 performance tables has been published by the Department for Education (DfE).
Technical Certificates
Technical Certificates are Level 2 qualifications, designed to be taken at age 17 after 1 year of post-16 study. They equip students with specialist knowledge and skills relating to a specific industry, occupation or occupational group, and enable entry to an apprenticeship or employment, or progression to a Tech Level. In some cases, they provide a ‘licence to practise’ or exemption from professional exams.
A Technical Certificate must have at least 150 guided learning hours (GLH) to enable a student to complete their qualification within a 1-year study programme.
A list of approved Technical Certificates for inclusion in the 2019 performance tables has been published by the Department for Education (DfE).
Apprenticeships
Apprenticeships are work-based training programmes, designed by employers, training providers, awarding organisations and sector skills councils (employer-led organisations covering specific industries). They are open to all aged 16 and over and not in full-time education and last a minimum of a year.
There are four levels of apprenticeships:
Of these 4 levels, only intermediate and advanced are available for 16-18/19-year-olds. All four levels are available for adult learners; see ’Other types of publicly subsidised provision for adult learners’ in the article on ‘Main Types of Provision’ in Adult Education and Training’ for information on apprenticeships for adults.
Employer-designed apprenticeship standards outline the knowledge, skills and behaviours (KSBs) for each apprenticeship. These are the KSBs required to carry out a specific job role. Standards include an assessment plan which outlines the assessment method, and the end-point assessment that apprentices must complete to pass their apprenticeship.
Apprenticeships must comply with the Government’s Specification of Apprenticeship Standards for England which aims to ensure that:
- all apprenticeships deliver high quality, nationally recognised qualifications relevant to the skill, trade or occupation of the learner and employer
- all apprenticeships offer individuals appropriate training to achieve a good standard of literacy and numeracy (and information and communications technology (ICT), where relevant to the skill, trade or occupation)
- for intermediate and advanced apprenticeships, every apprentice receives at least 280 guided learning hours (GLH) per year.
Apprenticeship reform
The apprenticeship system has been undergoing reform. This has resulted in:
- the introduction of employer-developed apprenticeship standards to replace the previous apprenticeship frameworks
- the introduction of the ‘Apprenticeship Levy’ - a charge on all large UK employers of 0.5% of their pay bill - to contribute towards the funding of apprenticeships
- the protection of the term ‘apprenticeship’ in law (through the Enterprise Act 2016), with a view to ensuring that apprentices have access to high quality training.
The changes were introduced to support the Government’s aim of raising the quality of apprenticeships and achieving three million apprenticeship starts by 2020 (as set out in the 2015 publication English Apprenticeships: our 2020 Vision). They followed the independent Richard Review of Apprenticeships (2012), which called on the Government to make apprenticeships more focused on the needs of employers at the same time as improving their quality.
For further information on apprenticeships and apprenticeship reform, see the House of Commons Library briefing on apprenticeships policy (January 2019).
Institute for Apprenticeships and Technical Education
The Institute for Apprenticeships and Technical Education is accountable for the quality of apprenticeships and technical education in England.
It works with employers to develop assessment standards and assessment plans for apprenticeships; oversees the approval and publication of apprenticeship standards and assessment plans; and makes recommendations to government on the funding band for each apprenticeship standard.
The Institute, which is an employer-led non-departmental public body, was established (as the Institute for Apprenticeships) in April 2017 under the Apprenticeships, Skills, Children and Learning Act 2009 (as amended by the Enterprise Act 2016). The Technical and Further Education Act 2017 provided for the expansion of its remit to cover school-based technical education and the development of the new T Levels – 2-year Level 3 technical / applied qualifications (see the subheading ‘Reform of technical and vocational qualifications’ above).
Traineeships
Traineeships are intended for young people who are aged 16 to 24 and qualified below a full Level 3, or have an education, health and care plan (EHC plan) and are up to age 25, and are not currently in employment. They are also intended for young people who have little work experience; are focused on work or the prospect of it; and who providers and employers believe have a reasonable chance of being ready for an apprenticeship or other employment within six months of starting a traineeship. They are not intended for the most disengaged young people who require very intensive support.
Traineeships offer young people the opportunity to undertake a substantial work placement and work skills training. For all young people who have not achieved a high grade GCSE in English or maths, traineeships also include support to improve their English and maths. Depending on individual needs, a range of other support and flexible training may be offered to help them develop their skills.
Progression to an apprenticeship would be a successful outcome from a traineeship, although some successful trainees will move into jobs and / or other training.
The traineeships programme was introduced in August 2013. For more information, see the Government’s related document collection.
Teaching methods and materials
For all applied and technical programmes, apprenticeships and traineeships, teaching methods and learning materials are decided by the provider. Where programmes are offered in colleges and schools, individual lecturers / trainers or teachers may make decisions in the context of national frameworks or guidance.
Teachers, lecturers and trainers working in further education colleges, for example, follow Professional Standards (2014). They expect them to maintain high standards of ethics and professional behaviour to support learners; be subject and / or vocational specialists; and be committed to maintaining and developing their expertise to ensure the best outcomes for learners.
Teachers working in a school sixth form are similarly expected to meet the Teachers’ Standards (2011). These state that they must, for example, set high expectations; promote good progress and outcomes; demonstrate good subject and curriculum knowledge; plan and teach well-structured lessons; adapt teaching to respond to the strengths and needs of all students; make accurate and productive use of assessment; and manage behaviour effectively.
There are no guidelines on the use of textbooks or technology, or on homework.
Article last reviewed April 2021