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In 2010, the Department for Education in England decided to reform the vocational qualifications offered in secondary education ( i.e ., for 14–18 year olds) in order to increase their rigour and status. They set out new criteria that vocational qualifications needed to meet, which changed their nature in fundamental ways ( e.g ., content, assessment structure, grading and progression requirements). At a time when the reforms to vocational qualifications are settling in, it is important to understand their impact on student engagement in vocational education and, also, how the new categories of vocational qualifications help students progress through education. This research aimed to obtain an up-to-date view of progression from vocational qualifications to post-16 education. Using national data, we investigated whether students with different programmes of study and different vocational qualifications in lower secondary school were equally likely to progress to post-16 education and, if they progressed, what routes and qualifications they took. The research outcomes suggest that, although vocational routes do not close students’ options, progression to post-16 education was affected by the proportion of vocational qualifications they took pre-16. More research is needed to find out the reasons behind this association, including whether this may reflect previous experiences with vocational education.

Progression to post-16 education in England: the role of vocational qualifications