There’s a lot of goodwill towards T levels across the post-16 sector. Providers and sector representatives are generally supportive of the move to introduce the new qualifications. They see them as a logical next step in the development of high-quality vocational and technical courses, and a way to strengthen the sector overall.

However, this goodwill will be tested – there is still a long way to go to ensure the success of these new qualifications.

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Not enough detailed information

With less than a year to go before the programme begins, both sector providers and representatives have very real concerns about the provision of information, which the government needs to address for T levels to succeed.

Indeed, as aTes investigation revealed this week, the UK’s top universities are still undecided about whether or not to accept them as entry qualifications to their undergraduate courses. Many of the universities told Tes that it was a lack of information from the government that had prevented them from making a decision. 

It does appear that providers are well informed – most involved in our research gave positive feedback on the support they have received so far. However, there was a general feeling that there’s been an overall lack of specific details – with limited time to fix things.

Currently, providers only have an outline of the overall T-level design, and have yet to be given the full qualification specifications. Without a detailed specification, it is difficult for providers to start fully developing their curriculum plans for September 2020 – and with an increasingly tight schedule to achieve this. While providers were aware of this timeframe when signing up as pioneers of delivering the qualification, it does not make the task any easier.

Many providers we spoke to in our research felt confident in their capacity and the expertise of their staff. However, without the full specification, they are not able to fully assess skills needs and to plan any professional development that may be needed. The government must be aware that this could negatively impact on the quality of provision.

This quality of provision in the first roll-out of T levels is essential to the future success of the qualifications. Potential providers will want to see evidence that T levels are working before joining the scheme. The same goes for prospective students and their parents who will be unwilling to sign up for a new qualification if it appears to be struggling.

Raise awareness

Simultaneously, there is still much work to be done on raising awareness about the qualification. Earlier this month, new research commissioned by the Chartered Management Institute found that three in five parents still have not heard of them, despite T levels being rolled out next year. However, after being given a short description of them, many parents are optimistic about the potential of T levels. This shows that if the government can step up its efforts to raise the profile of T levels, it can help many young people ensure they do not miss out on these opportunities.

While providers do generally feel confident in enrolment numbers for 2020, unless awareness increases there is a risk that future student recruitment will be challenging. It is also worth noting that the providers we spoke to had all set very modest initial student enrolment targets. In addition, awareness has to go beyond just students and parents, as the future of T levels also relies on buy-in from employers.

Any efforts made to raise awareness must continue beyond this year and the first year of delivery. Many of the providers in our research expressed concerns that governmental support may start to fade away after over time, hampering the success of future providers and the qualifications overall.

Full of promise, but a clearer strategy needed

T levels have the potential to be an important part of the answer to England’s technical skills gap, offering a rigorous alternative to the more traditional educational paths so often prioritised within the sector. Vocational and technical courses have long seemed a second choice to more conventional options, and T levels really could be the answer to creating equity between the two halves of our education system. 

The new education secretary, Gavin Williamson, has pledged a renewed focus on further education – with an additional £400 million funding package for the sector. Williamson has said he wants to “close the productivity gap that exists between this country and many others.”

But for these qualifications to succeed, we need to focus on clarifying the strategy and purpose of the qualifications so providers, students, parents and employers have a shared understanding of who T levels are for, how they fit with other progression pathways and what they deliver for students and employers. Without this, there is a risk of these qualifications failing to make their mark.

Suzanne Straw is education to employment lead at the National Foundation for Educational Research (NFER), which tweets @TheNFER