Dr Katerina Kolyva, CEO at the Education Training Foundation (ETF), explores the learning from ETF’s delivery of the T Level Professional Development programme and how this can be applied to support successful roll out of V Levels.
As the post-16 education sector prepares for the introduction of V Levels, there is much we can learn from the implementation of T Levels six years ago. Like T Levels, V Levels are expected to be rolled out rapidly, with teaching commencing in September 2027. To maximise success within such a short timeline, it is crucial that we, as a sector, alongside policymakers draw on the evidence of previous challenges and successes.
Since 2019, the Education Training Foundation (ETF) has supported teachers, leaders, governors and support staff delivering T Levels through the T Level Professional Development (TLPD) programme, funded by the Department for Education. Having developed our expertise and continuously evolved the programme to suit sector needs during the last six years, this blog explores some of the lessons from the TLPD programme that are applicable to V Levels as they are being designed and introduced.
Evidence-based workforce support
It goes without saying that the further education (FE) and skills workforce needs support, information and guidance to prepare for delivery of a new qualification. A comprehensive package of evidence-based, targeted professional development and career progression activity – aligned to ETF professional standards and incorporating opportunities for collaboration and peer-to-peer learning, challenge and support – builds confidence and skills, ultimately ensuring the best experiences for learners. At ETF, we ensure professional development is evidence-based by drawing on widely tested methods. Collaboration with partners such as the Education Endowment Foundation, as well as drawing on our own evidence, enables us to apply the latest understanding of what works in practice.
We’ve seen the benefits of a targeted programme of support through TLPD and its impact on T Level delivery. Between the start of the programme in 2019 and January 2026, ETF delivered over 77,000 TLPD activities to support T Level preparation and delivery. Those taking part in the programme have reported the benefits for their confidence and practice; 92 per cent of survey respondents from the academic year 2024–25 said the programme had improved their knowledge and 94% said it would have a positive impact on their practice. Experiences from individuals, such as Claire Wood or Paul Hatton, bring to life the difference targeted support can make.
The importance of support across delivery roles is also evident in our data. Between 1 August 2025 and 31 January 2026 alone, 56% of engagement with TLPD activities was by teaching and teaching support staff, while the remaining 44% of engagement was from other staffing groups including leaders, managers and administration staff. Any new qualification must, therefore, ensure support for all roles and all stages and elements of delivery, from subject-specific pedagogy to curriculum planning, including all management and leadership roles.
Being part of wider communities of practice and having access to peer group reflection and networks – regionally and nationally – is another benefit for professionals and their wider practice. Many who have been part of TLPD networks have reflected that being part of a bigger national programme has supported innovation and shared learning and problem-solving. As the professional body for the whole FE and skills workforce, ETF is dedicated to bringing the sector together to enable these opportunities.
Employer engagement
Strong employer engagement, particularly in support of high-quality industry placements for learners, has been crucial to the delivery of T Levels. The same will be true of V Levels, with subjects aligned to key employment sectors and content linked to occupational standards set by Skills England in collaboration with employers. The Government has announced the first V Level three subjects to be delivered from 2027, with many more starting from 2028 that with key Industrial Strategy areas such as digital, manufacturing and life sciences.
To deliver technical and vocational qualifications effectively, FE and skills professionals themselves need up-to-date expertise in their specialism, maintaining dual professionalism alongside their teaching expertise. To support this, educators need up to date, regular, structured, industry-informed professional development. The ‘Industry Insights’ element of our TLPD programme has supported teachers delivering T Levels through individual and group placement opportunities, enabling industry exposure and engagement so that their teaching reflects the current realities of the workplace and profession.
This element of the programme has also demonstrated what employers value the most: clarity on curriculum purpose, flexibility in placement models, and confidence that providers have the pedagogical and technical capability to deliver high-quality preparation for industry. Employers are most effective contributors to curriculum design when engagement is structured, sustained and supported.
System coherence
Qualifications do not exist in isolation from wider sector and system context. Evidence from the TLPD programme shows that where research and evidence, curriculum intent, qualification design, workforce capability and employer engagement are aligned, providers report greater confidence in delivery and stronger employer partnerships.
ETF’s wider research into system coherence also highlights the importance of aligning these elements alongside professional standards to avoid fragmentation and ensure sustainable delivery. Ultimately, a system-wide approach that provides a national framework for workforce capability while providing place-based support is essential to ensure learners’ equitable access to high-quality teaching and to the opportunities that new vocational qualifications will offer.
The road ahead
The successful delivery of V Levels and other pathways is dependent on a highly skilled and well-supported FE and skills workforce. As these new post-16 education pathways are introduced, embedding workforce development, professional standards and professional development planning at the earliest stages of development and throughout implementation are key to their success. With a coordinated, system-wide approach that places workforce capability at its core, we can ensure that employers’ expectations are met and learners are confidently progressing to employment, ready to contribute to our society.