- About us
- About colleges
-
Corporate services
- Corporate services
- Mental health and wellbeing
- AoC Student Engagement Charter
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Employment: How we support members
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability, Grievance & Harassment
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Holiday/annual leave related
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Benchmarking, Surveys & Research
- Governance
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Brexit
- Ofsted Inspection Support
- AoC charters
-
Recruitment and consultancy
- Recruitment and consultancy
- Meet The Team
- Recruitment and consultancy: How we support members
- Executive Recruitment
- Interim Recruitment
- Governance Recruitment
- College Vacancies
- Consultancy
- The College Collective
- External Governance Reviews
- Recruitment and consultancy case studies
- Senior Post Holder Appraisal and Chair Review
-
Events and training
- Events and training
- Events
- AoC Annual Conference and Exhibition 2026
- Regional Network Meetings
- T Level and T Level Foundation Year Events
- AoC Commercial Leadership for Apprenticeships Programme
- AoC Senior Leadership Development Programme
- In-House Training
- AoC Early Career and Experienced Managers' Programme
- Events and training: How we support members
- Sponsorship and Exhibition Opportunities
- Previous Events and Webinars
- Policy work and priorities
- Publications, reports and research
-
News, campaigns and parliament
- News, campaigns and parliament
- AoC newsroom
- AoC Blogs
- Our campaigns
- Case studies
-
Comms and public affairs advice and resources
- Comms and public affairs advice and resources
- Media relations: 10 ways to build effective relationships with the media
- How to choose a PR agency
- Legal considerations for communications and media work
- How to plan for a new build
- Crisis communications: your go-to guide
- How to handle photo consent for media and marketing
- How to evaluate a PR and media campaign
- How to react to regulation, funding and restructuring issues
- How to react quickly and effectively to the media
- Working with the media: a complete guide
- How to write a compelling case study
- How to write for the web
- Communications, marketing and campaigns community
- Communications, media, marketing and research: how we support members
- Policy updates
- Regional updates
- Work in Parliament
- Election resources
- Equity, diversity and inclusion
-
Get involved
- Get involved
- AoC Strategy Groups
- AoC 2030 Group
-
AoC Reference Groups
- AoC Reference Groups
- 14-16 Reference Group
- 16-18 Reference Group
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- EDI Reference Group
- HE Reference Group
- HR Reference Group
- Mental Health Reference Group
- SEND Reference Group
- Sustainability & Climate Change Reference Group
- Technology Reference Group
- WorldSkills Reference Group
-
Projects
- Projects
- Contact the projects team
- Creating a Greener London – Sustainable Construction Skills
-
Pears Youth Social Action & Enrichment Programme (Phase Three)
- Pears Youth Social Action & Enrichment Programme (Phase Three)
- Youth Social Action & Enrichment Programme Resource Bank
- Youth Social Action and Enrichment Programme case studies
- Organisations supporting Youth Social Action and Enrichment Programme
- Youth Social Action and Enrichment Programme Impact Reports
- Youth Social Action and Enrichment Programme (Phase Three) - University of Derby Evaluation
- The Valuing Enrichment Project
- Empowering FE: enhancing skills with technology
- ETF Student Governor Inductions 2026/27
- ETF Governor Inductions 2026/27
- Careers Education, Information, Advice and Guidance
- The FA Project: Empowering Colleges Through Football
- Technical and Vocational Professional Development Programme
- Creative Arts in FE 2026/27
- Home
- News, campaigns and parliament
- AoC newsroom
- It's reckless to defund Level 3 qualifications without understanding the full impact on students, says AoC
It's reckless to defund Level 3 qualifications without understanding the full impact on students, says AoC
Catherine Sezen, Director of Education Policy at Association of Colleges, said:
“Today's announcement heightens our concerns that elements of these qualification reforms could have a serious and negative impact on the life chances of tens of thousands of young people and even more adults. We once again call for the Department for Education to pause and review their plans to defund Level 3 qualifications until the full impact is clear. Until the new T Levels are fully established, it is reckless to defund qualifications that have been working well for thousands of young people and adults in the hope that the change will be positive. Without understanding the full impact and without a comprehensive impact assessment, ministers are simply risking too much.
“The reforms affect 20% (250,000) of 16 and 17-year-olds on Level 3, and 20% (200,000) of 16 and 17-year-olds studying at Level 2 who’ll find it harder to progress to Level 3 at the age of 18. The reforms also affect the 300,000 adults taking full Level 3 courses who cannot currently take T Levels.
“Colleges are extremely concerned about the high number of students who may not be able to find a course because T Levels are not suitable or accessible for them and the existing qualification is being defunded. Now that more information has been released, it is time for a pause whilst a proper impact assessment of this major multi-year reform of the education currently taken by more than half a million people.
“It’s true that thousands of students are taking T Levels, managing to do the placement required, and going on to succeed. For many of them the T Level is a good programme of study. However, these qualifications are not suited to every student who wants to take a vocational qualification at Level 3 and the 45-day placement is stretching employer capacity. The modest total of 23,500 student enrolments on T Levels needs to be put into the context of 250,000 young people on current vocational technical qualifications. Even with rapid growth, we expect the total number of T Level enrolments to be less than 100,000.
“We know that colleges will knit together brilliant study programmes using the menu of qualifications on the approved DfE lists, but we’re particularly worried about new obstacles in the route for young people to get jobs in health, construction and electrical. We also need more clarity on qualifications in subjects like sport, performing arts, business and agriculture, which are due to be defunded in 2026 but for which there are no details.”