One of the more reassuring aspects of the development of T levels has been the Department for Education’s (DfE) engagement of colleges and the Association of Colleges (AoC), among others in the policy debates, thinking and implementation planning which accompanies any new policy.

I’ve seen so many well-intentioned policy proposals go awry because of a lack of this type of engagement, mainly because of the lack of understanding of how things work now, how key players perceive the changes and what can practically work on the ground.

Perhaps even more importantly and positively, though, DfE has been also engaging young people to help shape the programme of change around T levels. It’s not rocket science but talking to and listening to the views of young people about what would attract them and what their aspirations are can only help get closer to a new policy that works.

I was reminded of this when reading Learning and Work Institute’s launch report for its new Youth Commission report Opportunity Knocks? First report of the Youth Commission. It’s well worth a read for the clear analysis and insight into the challenges and opportunities for developing a better education system which works for more young people.

Young people prioritise work experience 

The report sets out the successes of the current arrangements we have for 16- to 24-year-olds as well as the problems. I say “arrangements” rather than “system” advisedly because one of the clear omissions we have is any sense of a system which is designed to work for the whole cohort of young people as they enter adulthood.

I’ve said before that we need more of a strategy from the government on how the new T levels will work alongside A levels and apprenticeships, how they will incentivise and support progression from GCSEs and other learning and how they will provide clear pathways to higher learning at degree level and sub-degree level.

But the part of the Learning and Work Institute report I wanted to highlight here is the results of its polling of 5,000 people. I can almost picture DfE officials and the secretary of state reading this with growing interest, and with a strong sense of justification for the priority they are giving to T levels and apprenticeships.

When asked to prioritise three actions which would improve educational and employment prospects for young people, the emphasis was squarely on better engagement in the world of work, including through apprenticeships and technical qualifications.

Different priorities depending on class or age

The most popular priority was for more work experience placements, with 45 per cent of 16- to 34-year-olds putting that as one of their three and only 8 per cent overall putting more grammar schools as one of their three.

The results showed some differences by age groups, with a greater number of over-65s listing English and maths as one of their top three priorities and more young people preferring opportunities to learn throughout life.

There were some instructive class differences too, which the earlier part of the report shows is all too significant in terms of educational and employment outcomes in England than anyone would want them to be.

The biggest class differences came in terms of three priorities, with reduction of higher education fees and more technical qualifications - including extended work placements - being more popular with people from higher socio-economic groups. Conversely, opportunities to learn throughout life were more popular with people from lower socio-economic groups.

‘Irrelevant bling’

Interesting as this is, a key challenge for the Youth Commission will be to understand more about why this is - how much is to do with what people already know, about personal experiences, about prejudices and so on - and then to propose solutions.

For policymakers, it’s a useful reminder to think as much about the pre-existing experiences, policies, perceptions as it is about the next shiny new, beautifully-crafted policy proposal.

What glitters in Whitehall as if it is precious and special can often look more like irrelevant bling in the real world.

So full credit to Learning and Work Institute for the polling and to DfE for engaging young people. It’s vital that we understand their views as much as it is to support them to achieve their aspirations.