1. 14-19 Progression Pathways including Technical Qualifications with Progress 8
Sue Clarke
DfE: policy and technical education

2. Meet Sam Sam wants a career in digital skills
The local FE colleges all offer different qualifications – they all look good in the prospectus, but Sam doesn’t know which qualifications will be accepted by employers when she comes to apply for a job
Employment websites were no help – all employers seemed to want was experience
Sam wants to keep her options open with a view to possibly returning to academic study later on, so her school advises her to spend two years studying A levels before she specialises in digital skills

3. What does Sam’s story tell us about the current system?
The current skills system is incredibly complex, with over 13,000 competing qualifications for 16–18 year-olds. This causes confusion for schools, providers, employers, students and parents
Many of the available qualifications do not prepare students for employment. Many are low quality – only 173 meet the DfE tech level requirements
Work experience lasting 1 or 2 weeks does not give students the opportunity to develop the specific practical knowledge and skills for the profession they are pursuing
Students feel that they are ‘locked into’ their choice of either academic or technical education at 16. There is no clear pathway if they want to switch.
Too many students see A levels as the ‘safe’ option, then switch to technical education after 1 or 2 years, often at the same or lower level

4. How will the reforms help Sam?
Sam will be offered two clear pathways – one academic and one technical
Within the technical option, students will be able to choose between college based study or an apprenticeship
Bridging provision will enable students to move between pathways at age 18
Sam can begin her technical education knowing that it will give her the opportunity to progress to higher education if that is what she wants
Sam is expected to get good GCSEs. But if she needed more time to develop her basic skills, Sam could start with a ‘transition year’
The transition year will support young people to develop realistic career plans, and offer tailored education to help them to achieve those plans. Literacy and numeracy will be key elements

5. The two pathways, with bridging provision
Skilled employment
Higher education
(undergraduate degree)
Higher education (undergraduate degree)
Higher education
(level 4/5 technical education)
Degree apprenticeships
and higher apprenticeships
Bridging provision
(where appropriate)
A levels and/or
Applied General qualifications
A levels and/or applied general qualifications**
College-based technical education
including placement in industry
Employment-based technical education, eg apprenticeship in industry with some college-based education
Transition year
(If appropriate)
Transition year and/or traineeship
(If appropriate)
GCSEs and
Technical Awards
GCSEs and
Technical Awards
Academic option
Technical education option
GCSEs and technical awards – progress 8

6. How will the reforms help Sam?
There will be two clear pathways – one academic and one technical
There will be 15 routes, each covering a cluster of occupations
Occupational standards, set by employers, will underpin all technical education, with one standard per occupation
A single organisation will be granted an exclusive licence to develop and deliver the qualification that meets the standard set by employers
So, Sam won’t be faced with the bewildering range of courses that are available today

7. The 15 new technical routes to skilled employment
Construction
Bricklayer/mason
Electrician
Building/civil engineering technician
Construction supervisor
Carpenter/joiner
(1,625,448)
Agriculture, Environmental and Animal Care
Park ranger
Conservationist
Agricultural Technician
Horticulturalist
Farmer
(454,726)
(2,204,478)
Business and Administrative
Office manager
Human resources officer
Administrative officer
Housing officer
Catering and Hospitality
Chef
Events manager
Catering manager
Butcher
Baker
(568,998)
(1,060,804)
Childcare and Education
Nursery assistant
Early years officer
Teaching assistant
Youth worker
Creative and Design
Arts producer
Audio-visual technician
Journalist
Upholsterer
Graphic designer
(529,573)
Digital
Programmer
Software developer
Network administrator
Web designer
IT technician
(351,649)
Hair and Beauty
(293,004)
Hairdresser
Beauty therapist
Barber
Engineering and Manufacturing
Vehicle mechanic
Engineering technician
Energy plant operative
Process technician
Aircraft fitter
(1,319,645)
Legal, Finance and Accounting
(1,325,482)
Paralegal
Accounting technician
Financial account manager
Legal secretary
Payroll manager
Health and Science
Dental nurse
Laboratory technician
Pharmaceutical technician
Sports therapist
Nursing assistant
(915,979)
Route name
Examples of occupations to which the route could lead
(Number employed in occupations within route, excluding graduate roles)
Social Care
Care worker
Residential warden
Welfare counsellor
Probation officer
Home carer
(865,941)
Transport and Logistics
Ship’s officer
Railway signalling technician
HGV driver
(589,509)
Protective Services
(398,400)
Police officer
Non-commissioned officer
Maritime operations officer
Fire service officer
Sales, Marketing and Procurement
Buyer
Procurement officer
Sales account manager
Market research analyst
Estate agent
(957,185)
We expect these routes to be delivered primarily through apprenticeships.

8. How will the reforms help Sam?
There will be two clear pathways – one academic and one technical
There will be 15 routes, each covering a cluster of occupations
Occupational maps show the relationship between occupations in each route
An occupational map will be developed for each route, clustering occupations that share knowledge, skills and behaviour requirements
Sam will find that she has a clear pathway from her level 3 qualification to more specialised occupations at level 4 and above if she wants to continue her education

9. Occupational map – Digital skills
Pathways
Entry technical occupations
Higher technical occupations
Professional occupations
IT support and services
IT Support & Services Technician
Cyber Security Technician
Cyber security Professional
Hardware, Networks & Infrastructure Technician
IT Systems Technician
IT Systems Professional
Software design & development
Software Development Technician
Software Development Advanced Technician
Software Development Professional
Digital Business
Digital Business Technician
Digital Solutions Technician
Digital Solutions Professional
Business Information Technician
Digital Business Advanced Technician
Digital Business Professional

10. How will the reforms help Sam?
There will be two clear pathways – one academic and one technical
There will be 15 routes, each covering a cluster of occupations
Occupational maps show the relationship between occupations in each route
All qualifications will require students to undertake an occupation- specific work placement to allow them to develop the practical knowledge, skills and requirements of the profession they are pursuing
Placements will be substantial; typically up to 3 months
Successful completion of the placement will be a requirement for full certification at the end of the study programme
Sam will be able to demonstrate to future employers that she understands the needs of the work-place and that she can do the job

11. How can schools help pupils to progress to technical education?
Offer all students a broad education that does not limit their choices post-16
This doesn’t have to be solely academic – there is a range of high quality tech awards available to year olds
There should be a strong focus on English and maths – pupils need to understand that achievement of these subjects at GCSE can impact on post- 16 choices and employment
These principles underpin the introduction of the progress 8 measure. Linda is going to tell you more about that

12. Further questions
Please do contact us with further questions or issues: