But there are reservations. For example, the proposal to create what are essentially monopolies to deliver qualifications for the proposed 15 new sectors could undermine innovation, quality and value.

Here is what NOCN MD Graham Hasting-Evans has to say:

“NOCN supports the idea of providing young people with options which provides them with an educational and skills development programme focused on key sectors in the economy. This approach has been available in other countries for some time, including those in Northern Europe.

However, we believe that these ‘pathways’ must have the full support of employers to avoid what happened with the 14-19 Diplomas. There also needs to be clear linkage between this proposed route and the reform of apprenticeships. They must be compatible. The other suggestion set out in the proposal to set up monopoly suppliers is just too risky for something so important as the skills and knowledge of our young people and the future strength of our economy.”

The skills minister has already stated that the government will implement the recommendation in full, but qualified this by adding ‘where it is possible within current budget constraints’ – so the reality on the ground may well be different to the ideal model proposed by the report.

For those of you who haven’t had chance to read the full report , here is a summary:

1. 15 sector routes/pathways - these are different to our current sectors and mix ‘sectors’ on the basis of common training requirements rather than traditional industry based sectors e.g. current Health & Social Care now becomes Health & Science (which includes laboratory technical currently in ‘Life & Science Industries’ and a separate pathway for Social Care which includes the probation services (previously in Justice)
2. Two modes of learning - Vocational - employment-based (typically an apprenticeship) and Academic - college-based.
3. Employer-designed standards at the heart.
4. Institute for Apprenticeships (IfA) in charge - its remit expands to encompass all technical education at levels 2 to 5.
5. Professionals to advise IfA - panels of professionals to advise on the knowledge, skills and behaviours to be acquired for the standards in each route and on suitable assessment strategies.
6. From market to monopoly - Government moves away from the current awarding organisation market model, where qualifications which deliver similar but different outcomes compete with one another, and instead adopts a licensing approach. Any technical education qualification at levels 2 and 3 should be offered and awarded by a single body or consortium, under a licence covering a fixed period of time following an open competition.
7. Key date: October 2017 Content - IfA and employers/professional panels start work on defining the content needed in each of the 15 pathways
8. Key date: October 2018 Procurement - procurement begins for AAO/AOs or Others to win the licences for awarding IfA qualifications.
9. One recognised certificate for each route – for both employment-based and college-based technical education at levels 2 and 3, there should be a single, nationally recognised certificate for each technical education route
10. Only IfA approved qualifications receive public funding - Government restricts public subsidy for college-based technical education to that leading to qualifications approved by the Institute for Apprenticeships.
11. College routes begin with two-year programme for 16-18’s, including reformed Functional Skills English and Maths.
12. Guaranteed high-quality, structured work placement for every 16-18-year-old student following a two-year college-based technical education programme.
13. Transition year (and/or Traineeship) for Individuals not ready to access a technical education route aged 16 (or older if their education has been delayed) to help them prepare for further study or employment.
14. Improvements in careers advice.
15. Restricting funding to high quality providers – for those colleges and training providers which meet clear criteria of quality, stability and an ability to maintain up-to-date equipment and infrastructure.