Why ’V’ Levels are important for Labour

Alongside her campaign to become deputy leader of the Labour Party, the Secretary of State for Education has found time today to announce a new post-16 set of qualifications, called ‘V’ Levels, presumably to bring order to the landscape of such qualifications that she sees as confusing.

As I write this blog, the exact details of the new qualification to sit alongside ‘A’ & ‘T’ Levels has not yet been announced to the House of Commons, so we don’t yet know about the nature and format of ‘V’ Levels in detail.

However, as the following table shows, they may be important to many Labour Party members fighting non-metropolitan seats in the north of England, The Midlands and the South West region.

RegionNumber of pupils completing key stage 4Sustained education, employment & apprenticeshipsSustained education destinationSustained apprenticeshipsSustained employment destination
North East26,93191.581.74.65.2
South West53,11193.984.14.75.0
Yorkshire and The Humber58,91892.082.84.34.9
North West79,55092.183.34.14.7
East Midlands50,00292.684.24.24.2
East of England64,44594.287.42.74.1
West Midlands64,56592.485.23.24.0
South East90,64994.387.72.64.0
London84,42794.692.00.91.7
Outer London55,92194.892.01.01.7
Inner London28,50694.191.90.61.5

The data is for 2023 and was published last week by the DfE as Destinations of key stage 4 and 5 students: 2024 – GOV.UK although it doesn’t seem to contain the 2024 data yet.

London students, and especially those in inner London Key Stage providers seem overwhelmingly to remain in a sustained education institution, albeit not necessarily the institution where they undertook their Key Stage 4 courses. Less than 1% of inner London students proceeded to a sustained apprenticeship. Obviously, there is more room for such apprenticeships to be offered to these pupils. By contrast, the further away from London the region, the more likely that over 4% of students will proceed to apprenticeships.  

The pattern for employment, not regarded by previous government as a key option after the raising unofficially of the learning leaving age to eighteen, mirrors that of apprenticeships, with higher rates the further away from London students are located. Indeed, London is something of an outlier in respect of employment rates for this group, following the pattern expected after the raising f the school leaving age.

Missing for the table are the NEETS – those not in any category in the table. Will ‘V’ Level qualifications help reduce this number, and might it help if such qualifications started at 14, the age when many NEETS fall out of interest in schooling? I was going to write, ‘fall out of love’, but many, I suspect, were never actually in love with schooling.

Anyway, I will be interesting to see whether the announcement helps the Secretary of State’s own election campaign and, if so, whether she will be in place to take the initiative forward?

Extend education free travel to 16-18 year olds

One of the irrational features of our education system in England is that although the ‘learning leaving age’ has effectively been raised from 16 to 18 by the government, although no legislation has been passed enforcing the change,, the provision of free transport for those that are able to access such a service during their education up to age 16 hasn’t been extended by the government to include such travel for the time when they are 16 to 18 year olds. There is no free right to transport to education for this age group. This is an anomaly that has consequences, especially in a time when there is a cost-of-living crisis that is hitting the least well off much harder than the more affluent families in our society.

One way this anomaly may manifest itself is in the percentage of 16-18 year olds classified as NEETs (not in Education, Employment or training). The Office for National Statistics (ONS) published an update for this group this week, showing a rise on the quarter. All data related to Young people not in education, employment or training (NEET), UK: August 2023 – Office for National Statistics (ons.gov.uk)

The publication of the ONS data prompted me to look at the DfE data published earlier this year NEET and participation: local authority figures – GOV.UK (www.gov.uk) What especially interested me was whether there was a difference between rural and urban areas in the percentages of NEETS. A simple crude measure is to compare the London boroughs – where TfL has supported travel for this age group – with the remaining non-unitary council ‘shire’ counties that have large tracts of rural areas where young people receive free transport up to school up to the age 16.

A quick check of the NEET data revealed that there were more than three times as many ‘shire’ counties in the worst 50 local upper-tier authority areas compared with the number in the best 50 authorities. By comparison, 31 of the London boroughs appeared in the top 50 local authorities, and the remaining boroughs only just fell outside of the top 50. All London boroughs were in a better position in terms of NEETS than Oxfordshire. On this basis there is at least a discussion to be had about whether providing transport post-16 enhances education opportunities and thus life chances?

The problem is complex in the rural areas partly because, post-16, some students opt to move to a further education centre that offers the course they want, but may be further away from the school that they attended.

The answer to the question of providing free transport is dependent on how much the accident of geography – whether you live in a rural area or a conurbation or town – should affect you chances of an education to age 18?

Perhaps the DfE could survey its own civil servants to see how many experienced this problem as teenager, and how they overcame it?

Sorry to read this

https://www.tes.com/news/statement-future-fe-coverage-tes So the tes – once The Times Educational Supplement – is now focusing on schools and ending its coverage of the Further Education sector. I imagine that there will be staff in the sector that will still follow the tes because their work is similar to that of their colleagues in schools. But, they will no longer have a dedicated focus on their varied and interesting sector.

I wonder where this leaves the main publication. Looking at the accounts submitted for the year to last August by the American owners – available for all to see on the companies’ house website – recruitment advertising still plays a very large part in the tes’s revenue stream.

At this time of year, schools are reviewing their subscriptions to the tes. Most of the tes income on recruitment comes from subscriptions these days, rather than placed advertisements for specific posts. As TeachVac steadily increases its teacher base, and thus both ‘hits’ and matches. More than 6.7 million of the former in the past twelve months and more than a million matches made so far in 2021, schools might want to evaluate TeachVac more closely. After all, cash is tight for many, if not most, schools and funding won’t become any more generous with a funding formula linked so closely to pupil numbers.

In the past falling pupil numbers had less effect of school incomes. Now there is a direct relationship between funding and pupil numbers it can make sense to take our unnecessary costs. Comparing TeachVac with the hopeless DfE vacancy site is a no-brainer, especially when TeachVac has more than four times the number of teaching posts this week than are listed on the DfE site. To allow users to compare the site, TeachVac www.teachvac.co.uk now has a live jobs counter on its front page.

As tes owners finalise their accounts for the 2020-21 financial year that ends at the end of August their first priority must be to ensure sufficient income to pay their bondholders. That’s why recruitment subscriptions for schools in England are so important. We won’t see these accounts until perhaps May of 2022, but those running the company already know what is happening to their income stream.

The ending of a FE offering by tes must tell watchers something. A concentration of effort on the core school sector or a need to further prune peripheral activities that don’t pay their way.

With fewer pupils in schools in England, demand for teachers is likely to fall unless more teachers can either be enticed to work abroad in the international schools or quit teaching for other professions. Either way, jobs in key subjects are down so far in 2021 in the lucrative secondary school market, but up in the primary sector where tes traditionally had more competition, not least from local authority job boards.

The next twelve months are going to be an interesting time in the teacher recruitment market. As its Chair, I look forward to the par that TeachVac will play in shaping future trends.