City and Guilds response to the Post 16 Education and Skills White Paper

We welcome the ambition of these reforms. They have the potential to strengthen vocational and technical education, simplify choices and increase social and economic impact for learners, employers and the wider economy. Our response to the consultation addresses the broader theme of effective technical and vocational skills education, highlighting where adjustments are needed to remain true to those aims.

19 January 2026

We believe that retaining more flexibility is key to ensuring the validity of vocational and technical qualification options. Restricting V Levels to a single guided learning hour size risks limiting the breadth and depth of content needed for progression across the range of sector channels they must serve. We’ve recommended a range of sizes, within clear parameters, to better support valid qualification design and curriculum planning.  It must also be much clearer what the primary purpose of the vocational pathway is so that appropriate assessment methodology can be applied that caters for the percentage of learners who will not choose an academic pathway, or excel in mainly theoretical programmes. These are vocational and technical education options not advanced academic routes and they need to serve industry sectors to help the transition to employment and ensure the right support at these important stages of education and skills advancement.

For new T Levels, the starting point must be a clear recognition of employer led occupational standards and assessment of genuine labour market demand. A blanket one-size-fits-all approach will not work and they should not be forced into sector channels where no Level 3 entry level employment demand exists – their design must reflect sector-specific skills needs, delivery channel realities and clear labour market progression opportunities.

A post 16 learning ecosystem with pathways that allow learners to change direction without penalty is important as young people make transitions, often shifting aspirations at Level 2. The system must recognise achieved learning and support positive progression or step offs for employment pathways. A system that does not allow this degree of flexibility risks further alienation of learners who are not as clear on what their further education and training routes could be and with the current NEET levels, poses a further risk of disengagement from education and employment training.

Finally, non-qualification activity should combine strong wraparound support with practical, employer-linked experiences and recognition of progress – helping tackle NEET challenges and build durable, digital and employability skills. This enriched curriculum will better prepare learners to find their way through next stage training, education or employment.  It will also better prepare them for a world of work where confidence to adapt and seek further development will be key to sustainable careers.

We’re working constructively with Government, Skills England, Department for Work and Pensions and industry sectors to make sure these proposed reforms deliver for all learners, occupational sectors and the FE system. Together, we can create a system that is simpler to understand, flexible, transparent and focused on quality – giving learners the respect and progression opportunities they deserve.