New V-Level qualification to transform post-16 education

Published: 20 October 2025. The English Chronicle Desk. The English Chronicle Online.

The Department for Education (DfE) has unveiled plans for a new V-Level qualification, marking a major reform of post-16 education for students aged 16 to 19. Education Secretary Bridget Phillipson highlighted that vocational education has long been treated as secondary, and this new pathway aims to give it equal prominence alongside A-levels and T-levels.

V-Levels are designed to form a third route within the education system, offering an alternative to the existing academic and technical options. The full plan will be detailed in an upcoming white paper on post-16 education and skills. According to the DfE, the introduction of V-Levels will replace approximately 900 existing vocational qualifications, streamlining what has been described as a “confusing landscape” of courses for young people.

The new qualification will offer students greater flexibility. Unlike T-Levels, which are equivalent to three A-Levels, V-Levels can be studied alongside A-Levels, allowing pupils to explore different sectors before committing to a specific vocational specialism. Potential areas include engineering, agriculture, and digital industries, providing opportunities for students to develop essential skills and experience a broader range of career options before specialising.

In addition to vocational reform, the DfE has outlined plans to help students achieve the “vital pass” in English and maths GCSEs. Currently, students who do not achieve a grade 4 in these subjects are required to continue studying them post-16, a rule criticised by education sector leaders for being largely ineffective. The new V-Level framework will specifically support students with lower attainment, particularly white working-class pupils and those eligible for free school meals, who are statistically more likely to need to resit their GCSEs.

Phillipson said, “Technical and vocational education is the backbone of our economy and central to breaking the link between background and success. Hundreds of thousands of young people need these skills to secure good jobs. For too long, vocational pathways have been sidelined, leaving young people to navigate a fragmented system and struggle to achieve essential English and maths qualifications.” She emphasised that the reforms aim to create a post-16 system that aligns with students’ abilities and aspirations while meeting the needs of the economy.

The Government will launch a consultation to support the introduction of V-Levels, while continuing to expand T-Levels to other subject areas.

Education leaders welcomed the announcement. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said, “We are pleased the Government has recognised the importance of a third vocational pathway alongside academic and technical options. Post-16 students need pathways that suit their interests and ambitions and support access to higher education, apprenticeships, and careers. The new approach to English and maths will move us away from the morale-sapping mandatory GCSE resits and help young people achieve qualifications with confidence.”

Daniel Kebede, general secretary of the National Education Union, described the reforms as a significant step forward for vocational education. “For too long, the post-16 qualifications framework has lacked clarity. While academic students have benefited from clear pathways, vocational learners have faced confusion and under-resourced options. These reforms provide an opportunity to create fairness, consistency, and quality across all routes,” he said. Kebede also praised the plan’s focus on addressing the demoralising and ineffective requirement for students to repeatedly resit GCSEs, describing it as a chance to build a system that values a wide range of skills and achievements.

David Hughes, chief executive of the Association of Colleges, welcomed the proposal, noting that it aligns with efforts to create a more integrated system focused on local labour markets and productivity. “The reforms address key issues, including reducing the number of young people who are not in education, employment, or training (NEET) and helping both adults and young people secure and progress in good jobs,” Hughes said.

The introduction of V-Levels represents a major shift in post-16 education policy, emphasising choice, flexibility, and practical skills development. By providing a recognised vocational route alongside A-Levels and T-Levels, the Government aims to ensure that young people are better prepared for the workforce, higher education, or apprenticeships, while addressing long-standing concerns about the accessibility and coherence of vocational education.

Education sector leaders have expressed hope that these reforms will improve outcomes for students who have historically struggled under the existing system, particularly those from disadvantaged backgrounds. By streamlining vocational qualifications and supporting essential English and maths skills, the DfE seeks to create a post-16 education system that truly equips young people with the skills, knowledge, and confidence they need to succeed in a rapidly changing economy.