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To ask the Secretary of State for Education, what assessment has the Department made of the potential impact of the proposed Level 3 and below reforms on participation by students with protected characteristics; and whether an equality impact assessment will be published before any funding decisions are implemented.
To ask the Secretary of State for Education, what assessment has the Department made of the potential impact of the proposed Level 3 and below reforms on participation by students with protected characteristics; and whether an equality impact assessment will be published before any funding decisions are implemented.
V Levels are designed to be 360 guided learning hours to enable them to be taken alongside A Levels or other V Levels to form broad study programmes, enabling breadth of study for young people who want to keep their options open. For young people who know what broad career path they want to follow, and want to study a single large qualification focused on that area, T Levels provide a great option for progression. In specific and limited cases, we will allow a partnered set of V Levels, which will enable overall depth of study in a linked area.
The department will support providers to transition to V Levels and new Level 2 pathways through comprehensive guidance, exemplar materials, working with awarding organisations on providing teaching resources, and the establishment of a sector-led qualification pioneers group to test, refine, and inform effective implementation.
The department has undertaken an equality impact assessment for the government consultation response and does not anticipate any negative impacts of introducing the new pathways on any groups with protected characteristics. We will carefully consider the impacts on different groups of young people as we design new qualifications.
We are working closely with higher education institutions and UCAS to ensure wide recognition of V Levels, tariff points parity with other qualifications and to clearly communicate progression pathways ahead of first teaching.
Further information on the rollout of 16 to 19 qualifications reform is set out in the government response and the equalities impact assessment, published here: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
Lords motion to take note of the first report of the Public Services Committee on Think Work First: The Transition from Education to Work for Young Disabled People (HL 12). Agreed to on question.
Lords motion to take note of the first report of the Public Services Committee on Think Work First: The Transition from Education to Work for Young Disabled People (HL 12). Agreed to on question.
My Lords, I am pleased to speak to this report from the Public Services Committee. In doing so, I will offer some thanks—first, to the team of officials who supported us. I do not want people to think that we have more officials than anyone else, but I have a...
My Lords, I am pleased to speak to this report from the Public Services Committee. In doing so, I will offer some thanks—first, to the team of officials who supported us. I do not want people to think that we have more officials than anyone else, but I have a...
My Lords, it is a pleasure to follow the noble Baroness, Lady Morris of Yardley, and I commend her and her committee members on producing such an important and well-considered report. I will pick up on the point that the noble Baroness ended on, which is the title of the...
My Lords, it is a pleasure to follow the noble Baroness, Lady Morris of Yardley, and I commend her and her committee members on producing such an important and well-considered report. I will pick up on the point that the noble Baroness ended on, which is the title of the...
My Lords, as ever, I feel quite embarrassed to follow that particular contribution. I begin my contribution by thanking the noble Baroness, Lady Morris of Yardley, for leading this inquiry so effectively, as indeed she has led every other inquiry since we worked together in the House of Commons 15...
My Lords, as ever, I feel quite embarrassed to follow that particular contribution. I begin my contribution by thanking the noble Baroness, Lady Morris of Yardley, for leading this inquiry so effectively, as indeed she has led every other inquiry since we worked together in the House of Commons 15...
It was longer ago than that.
It was longer ago than that.
Was it longer? I am sorry; I try to think I am younger than I am.
This was a very challenging report. As ever, I thank the committee clerks for their excellent preparation of material and witnesses, particularly young people and their parents. Sometimes, when you do an inquiry of this...
Was it longer? I am sorry; I try to think I am younger than I am.
This was a very challenging report. As ever, I thank the committee clerks for their excellent preparation of material and witnesses, particularly young people and their parents. Sometimes, when you do an inquiry of this...
My Lords, at the outset, I once again emphasise how greatly the committee was helped by hearing from children with a disability and their parents. They very generously helped us to have an insight and to understand something of their experiences. That was so valuable.
It is worth while constantly reminding...
My Lords, at the outset, I once again emphasise how greatly the committee was helped by hearing from children with a disability and their parents. They very generously helped us to have an insight and to understand something of their experiences. That was so valuable.
It is worth while constantly reminding...
My Lords, it is a pleasure to follow the noble Lord, who has been incredibly kind and generous to me since I first joined the Public Services Select Committee. I am sorry that he will be leaving us very shortly. I also pay tribute to and thank the noble Baroness,...
My Lords, it is a pleasure to follow the noble Lord, who has been incredibly kind and generous to me since I first joined the Public Services Select Committee. I am sorry that he will be leaving us very shortly. I also pay tribute to and thank the noble Baroness,...
My Lords, I am very pleased to contribute to this debate on an important and extremely thoughtful report from the House of Lords Public Services Committee. I thank the committee members and their chair for this great publication.
I read it through both a personal and professional lens. After my accident...
My Lords, I am very pleased to contribute to this debate on an important and extremely thoughtful report from the House of Lords Public Services Committee. I thank the committee members and their chair for this great publication.
I read it through both a personal and professional lens. After my accident...
My Lords, report was, for me, slightly depressing but also reassuring. It was slightly depressing because I have either said or agreed with everything said in this report over the past 20 or 30 years. A series of themes here have dominated government ever since it has looked at this...
My Lords, report was, for me, slightly depressing but also reassuring. It was slightly depressing because I have either said or agreed with everything said in this report over the past 20 or 30 years. A series of themes here have dominated government ever since it has looked at this...
My Lords, I thank all noble Lords who have made such valuable contributions to this discussion. At a time when provisions for disabled students are further stretched and needed more than ever, this debate is incredibly important.
His Majesty’s loyal Opposition welcome that the Government appear to be following the committee’s...
My Lords, I thank all noble Lords who have made such valuable contributions to this discussion. At a time when provisions for disabled students are further stretched and needed more than ever, this debate is incredibly important.
His Majesty’s loyal Opposition welcome that the Government appear to be following the committee’s...
My Lords, I thank the noble Baroness, Lady Morris of Yardley, for securing this important debate on this report. We are grateful to the committee for its work and its report, which found that young disabled people, as we have heard during a good debate today, face systemic barriers that...
My Lords, I thank the noble Baroness, Lady Morris of Yardley, for securing this important debate on this report. We are grateful to the committee for its work and its report, which found that young disabled people, as we have heard during a good debate today, face systemic barriers that...
My Lords, I will briefly reply to the debate and thank the speakers for their contributions. There has been a lot of unanimity and there is no need to go over the points again, but there was a good balance between optimism and concern. I think that, for somebody listening...
My Lords, I will briefly reply to the debate and thank the speakers for their contributions. There has been a lot of unanimity and there is no need to go over the points again, but there was a good balance between optimism and concern. I think that, for somebody listening...
To ask the Secretary of State for Work and Pensions, what steps she is taking to support young disabled people into further (a) training and (b) education.
To ask the Secretary of State for Work and Pensions, what steps she is taking to support young disabled people into further (a) training and (b) education.
Our plan to Get Britain Working includes a new Youth Guarantee for all young people aged 18-21 in England to ensure that they can access quality training opportunities, an apprenticeship or help to find work. Eight Youth Trailblazers across England are currently piloting this at a local level.
The Government recognises that health conditions and disabilities can present significant barriers to work for many young people. A range of existing programmes already provide targeted support:
- Department for Work and Pensions’ Youth Employability Coaches (YECs) offer intensive, tailored employment support to young people on benefits with complex barriers. This includes continued support for six weeks after securing employment or entering education or training. YECs can help young people access Supported Internships, Sector-Based Work Academy Programmes, apprenticeships or traineeships. They also work closely with Disability Employment Advisers and specialist partner organisations.
- Department for Work and Pensions’ Schools Advisors provide free, fully funded careers support to secondary schools and colleges across England. Their core aim is to help young people—particularly those at risk of becoming NEET (Not in Education, Employment or Training), including those with health conditions or disabilities—make informed decisions about their future. Working directly in schools, Advisers offer tailored guidance on post-education options, training pathways, and the skills employers value. Through early, targeted interventions, they play a key role in preventing economic inactivity and supporting successful transitions into further education, employment, or training.
- Young people eligible for Department for Education’s Supported Internship programme are those aged 16 to 24 who are in full or part-time education, have special educational needs and an EHCP plan (or the equivalent in Scotland and Wales). During the work placement element of the internship, Access to Work can provide funding to support the intern’s in-work support needs, helping to ensure a successful and inclusive experience.
Autistic people experience education inequalities. Find out about government policy and support in schools, colleges and higher education for autistic people.
Autistic people experience education inequalities. Find out about government policy and support in schools, colleges and higher education for autistic people.
To ask the Secretary of State for Education, what steps her Department is taking to ensure equal treatment of (a) internal and (b) external A Level candidates sitting exams at further education colleges (i) in general and (ii) in the marking of coursework.
To ask the Secretary of State for Education, what steps her Department is taking to ensure equal treatment of (a) internal and (b) external A Level candidates sitting exams at further education colleges (i) in general and (ii) in the marking of coursework.
All exam centres, including further education colleges, are required to treat all candidates equally, including private candidates, throughout the examination process. This includes offering all aspects of non-exam assessment (NEA) for that qualification, if required. The marking of NEA would also be the same for all students.