A new report by the Education Policy Institute examines student access and outcomes for T levels and the T level transition programme (TLTP, soon to be renamed the T level foundation year), revealing critical challenges in the the programmes. The report analyses enrolment trends and retention rates, as well as progression from the TLTP to T levels.
The report finds that:
• Student characteristics vary significantly across the different T level pathways. The analysis finds that engineering and manufacturing courses are largely male-dominated, while 95 per cent of Education and Early Years students are female.
• We also find that T level students have a lower likelihood of completing a full level 3 qualification by the age of 18 compared to those taking other qualifications. However, they exhibit a higher likelihood of progressing to advanced apprenticeships or higher technical qualifications, which is important in meeting the country’s overall skills ambitions.
• The report found that the Digital pathway T Level appears to be performing well with students taking this qualification just as likely to complete a level 3 qualification by 18 as other level 3 learners and significantly less likely to become NET (Not in Education or Training).
• The analysis shows that disadvantaged and female students are more likely to withdraw from T Levels. Among those who withdraw, over a third leave education and training altogether, becoming NET. Only around one-third of students who drop out from T Levels transition to another full Level 3 programme in the following year, leaving a significant number of students who do not transfer to an equivalent qualification.
• The analysis also highlights a concerning decline in the progression rate from the TLTP to T Levels. In the 2020/21 cohort, only 15 per cent of TLTP students moved on to T Levels, and this number dropped to just 8 per cent for the 2021/22 cohort. Moreover, more than 25 per cent of those who do progress drop out within their first year. These figures question the effectiveness of the TLTP in achieving its goal of facilitating student transitions to T Levels.
• Furthermore, TLTP students often lack access to formal work experience and foundational academic skills support, despite these being key components of the TLTP.
Recommendations:
• The government should consider extending the pause on defunding overlapping qualifications. The analysis finds that T levels are currently unsuitable for many Level 3 learners, and adjustments are needed before they can realistically become the primary Level 3 technical qualification.
• The curriculum and assessment review should consider introducing a smaller version of the T level (approximately one A level in size). This would enable access for a wider range of students and allow for greater breadth and flexibility in post-16 programme design.
• The ongoing independent review of T level content should put a particular emphasis on the T level pathways that appear to be performing less well, such as the Health and Science, and Education and Early Years pathways.
• The government should consider either overhauling or discontinuing the T level transition programme (TLTP), as it is currently not meeting its goal of helping students move on to T levels. Additionally, more support and clear progression options should be provided for students who decide to leave T levels, especially in their first year, to ensure they don’t fall behind in their education.
You can download and read the full report here.
