REACTION: TECHNICAL PATHWAYS
PM: ‘FROM TODAY BRITAIN WILL VALUE THE HARD HAT AS MUCH AS THE GRADUATION CAP’
We explore the initial response to the new technical pathways for schools announced by Prime Minister Andy Burnham on 28 July. The shake-up of England’s education system is set for rollout in September 2028 and will see 14-year-olds gain access to combined academic and technical pathways in an effort to combat youth unemployment.
PROPOSALS ARE ENCOURAGING IN THEORY – BUT THERE ARE PRACTICAL ISSUES
Comment by ALEX SARYCHKIN and LOUIS PROVIS, English Teachers at MyEdSpace
Alex: It is encouraging to see serious attention being given to technical education from the age of 14. For too long, the system has treated academic routes as the default and left pupils who do not achieve five GCSE passes with far fewer credible options. Building stronger links between schools, employers, apprenticeships and work experience could help change that.
However, we have been here before. The 14–19 Diploma, T Levels and other vocational reforms have all promised to give technical qualifications equal status, only to be reshaped or abandoned as governments and education policies change. There are already Level 2 functional skills qualifications equivalent to
WILL NEW TECHNICAL SUBJECTS
CREATE AN EDUCATION DIVIDE? Comment by EMMA SLATER, Lead Practitioner at Access Education and former Head of English
W
hile government plans to integrate technical subjects further into core education are a step in the right direction to support growing interest in the computing sector, they raise a crucial question of whether this could actually widen the digital divide for students with limited access to modern tech and industry links.
Alex Sarychkin
Interest in computing as a subject has surged over the past decade, driven by a world increasingly reliant on AI and cybersecurity. GCSE entries have jumped 40% and A-Level entries are up 20%. However, not every school can keep up with these new demands due to outdated equipment, teacher shortages, and a lack of training time. With schools already struggling to boost engagement and performance, introducing large-scale curriculum changes without sufficient planning and support creates risk.
While well-resourced schools will thrive and give their pupils a major advantage in the job market, less fortunate students could be left behind. Curriculum reform is clearly needed in rapidly growing subjects, but it cannot happen in a vacuum. We call on the government and the DfE to ensure vulnerable students and underfunded schools get the extra help required to adapt to these changes.
Louis Provis
a grade 4 GCSE, but schools can be discouraged from offering them because of how they are treated in league tables. The ambition is welcome, but 2028 is very close. Unless the Government addresses the incentives that continue to favour academic education and commits to a stable, long-term system, this risks becoming another well-intentioned reform that never properly takes root.
Louis: Giving students a broader range of options is a sensible and overdue step. The assumption that university should be the destination for everyone no longer reflects reality, and schools should be helping pupils follow the route that best suits them as individuals. Stronger links with local employers and industries could also open up valuable opportunities and support local economies. However, asking students to specialise from the age of 14 must be handled carefully. Choosing a narrow route too early can limit young people’s horizons at a point when their interests, abilities and ambitions are still developing.
The other concern is how this will work in practice. Too often, when there is a wider problem in society, schools are expected to solve it without being given additional curriculum space, resources, training or planning time. If these technical subjects are to succeed, the Government should really get specialists to teach them, rather than our already stretched teachers. History shows that we should not be too optimistic about this.
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www.education-today.co.uk
THIS MUST MARK THE START OF A SERIOUS EFFORT TO BRING SCHOOLS CLOSER TO EMPLOYERS
Comment by SHAZIA EJAZ, Director of Campaigns at the Recruitment and Employment Confederation
T
his must mark the start of a serious effort to bring schools closer to employers and repair ladders into work for young people. Too often, education and skills policy has been designed at a distance from labour market realities.
If this approach is to succeed, employers will want to see long-term consistency on apprenticeships and technical education, backed by strong engagement with businesses. Skills policy takes years to bear fruit, so we need generational change here. We will need to see the Growth and Skills Levy work better to incentivise employer investment. A more flexible, modular approach to levy training will help businesses build the skills pipeline.
Government also needs to engage more openly with legitimate concerns about the cost and practicality of employing people. Our JobsOutlook report shows that businesses remain hesitant about hiring, but also that there are gains to be had if the PM tackles burdens and costs associated with taking on staff.
Extending the National Insurance reduction to age 25, as recommended by the House of Commons Work and Pensions Committee, would provide a shot in the arm, and greater pragmatism in implementing the Employment Rights Act, particularly on guaranteed hours, is needed. If employers stay cautious about hiring, opportunities for young people will dry up. A clear plan on NI and a pragmatic approach to employment rights would help turn this vision into a programme that works for employers and young people alike.
September 2026
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