Sir Ian Bauckham Inspires at the Wellington Festival of Education: Key Insights and Highlights

Introduction to the Qualifications Landscape

Good afternoon everyone, it’s a pleasure to be here and to meet you all. My name is Ian Bauckham, Chief Regulator at Ofqual. This afternoon, I will discuss various aspects of qualifications, with a particular focus on V Levels, as well as considerations on on-screen assessment and the impact of artificial intelligence (AI) in evaluations.

To begin, let’s reflect on the essence of my role. My primary responsibility is to protect a vital national asset: our qualifications system. As many of you are aware, our qualifications have a distinguished global reputation and are a key component of the UK’s soft power on the international stage.

The qualifications taken by our 16 to 18-year-olds serve as a gateway to opportunities, instilling a level of public trust that many politicians would envy. They hold a significant place in our national culture and consciousness; for instance, today’s teenagers’ parents likely completed GCSEs, and often their grandparents have done A Levels as well. This legacy is deeply embedded in our collective identity.

Moreover, these qualifications shape the educational experiences of students. In a democratic society, we collectively decide through our governments what young people should learn in schools, reflecting our aspirations in the qualifications we create. These qualifications, in turn, guide the priorities and activities of teachers and educational institutions.

The Importance of Public Trust in Qualifications

Public trust and confidence in our qualifications system are essential. This trust is not merely an abstract notion arising from opinion polls; it is manifested in tangible outcomes, such as young people receiving results they can take pride in during the summer, teachers celebrating their students’ achievements, universities confidently making admissions decisions based on trusted qualifications, and employers selecting candidates with assurance based on their qualifications.

Therefore, maintaining this trust—both domestically and internationally—requires us to remain dynamic. It demands an ongoing process of adaptation and improvement to meet the challenges presented by a changing world, all while preserving the core values of fairness, trust, and transparency that lie at the heart of our qualifications system.

The Emergence of V Levels

Now, let us take a closer look at one of the key developments currently in progress: V Levels. For decades, A Levels have been the cornerstone of post-16 qualifications since their inception in 1952. These qualifications are widely recognised internationally.

In 2020, the introduction of T Levels marked a pivotal shift in our approach to post-16 qualifications. The interim report from the Milburn review has highlighted the urgent need for more focused initiatives in the 16 to 18-year age group, particularly given the alarming rise in the number of NEET (Not in Education, Employment, or Training) individuals exceeding one million.

It is clear that there is a requirement for a vocational pathway that bridges the gap between the comprehensive T Levels and the more academic A Levels. V Levels will provide this vital vocational route, guiding young people towards work, further education, and training while ensuring the qualifications are straightforward to navigate.

The integration of V Levels alongside A Levels and T Levels will create a more defined post-16 landscape. This clarity will empower students to make informed choices and establish parity across all three routes. Furthermore, V Levels will also cater to those not yet ready for more advanced study, addressing the challenges identified by Milburn.

Understanding the Purpose of V Levels

What, then, is the purpose of V Levels? There may be concerns that these are merely a rebranding of BTECs or whether they suit students in specific schools or colleges. To clarify, V Levels will be level 3 qualifications, aligning them with A Levels within the qualification framework. They are intended for students who have achieved a robust set of GCSE grades, demonstrating readiness for the next level.

However, many teenagers at this stage remain uncertain about their future career paths and often prefer to keep their options open. V Levels will therefore be smaller qualifications than T Levels, allowing students to combine them with one or two other V Levels or A Levels, thus creating a tailored study programme.

A V Level will introduce students to a vocational field, equipping them with relevant knowledge and skills and highlighting the various job opportunities available. Unlike T Levels, V Levels do not require industry placements and can be delivered in both school sixth forms and larger colleges, ensuring that as many young people as possible can access these courses.

Distinguishing V Levels from BTECs

Some may still question whether V Levels are simply a rebranding of BTECs. To clarify, BTEC is a proprietary brand owned by Pearson, and only Pearson’s courses can carry the BTEC name. While all qualifications require government approval for public funding, Pearson, like other awarding organisations, has considerable latitude in determining BTEC course content.

This raises an important issue: the decisions regarding what a significant proportion of 16 to 18-year-olds learn should ideally rest with democratically elected governments, rather than individual organisations, no matter how experienced they may be. We apply this principle at GCSE, where all students, regardless of the exam board, are guaranteed access to the same core content.

It is essential that post-16 vocational students benefit from the same assurance, receiving knowledge and skills aligned with market demands. The education that our students receive is a public good, akin to the qualifications system itself. While BTECs are the most recognised privately owned brand, they are not the only option; other awarding organisations also provide level 3 vocational courses.

Currently, there is no direct comparison possible between grades from different awarding organisations for these qualifications. There is no requirement for a standard grading scale or uniform standard-setting, which can lead to uncertainty among employers regarding the equivalency of qualifications from different boards.

Reforming the Vocational Qualification Landscape

This longstanding issue within vocational qualifications is precisely what the V Level reform aims to address. The initial three V Levels will focus on education in early years, accounting and finance, and digital systems and data, with their first teaching scheduled for September 2027, followed by a larger tranche in the subsequent year.

However, future developments are not solely about the qualifications available; they also encompass the methods of assessment, particularly in relation to the rapidly evolving realm of technology, including AI. One pertinent question is whether exams should be conducted on-screen. While this may appear straightforward, a deeper examination reveals complexities.

Earlier this year, Ofqual conducted a consultation on this matter, and we will soon publish our findings. It is well known that some exam boards have urged us to “be braver” and “move faster” in this area. However, my responsibility is to prioritise the interests of the qualifications system as a public asset, rather than catering to the demands of individual exam boards.

Examining the Shift Towards On-Screen Assessments

For innovation to be embraced, the public must trust it can be executed fairly. The notion that “the world is moving on-screen, so exams should too” raises numerous questions. There is a tendency in our country to believe that we are lagging behind internationally, with calls to observe practices in other countries.

However, upon reviewing global practices, it becomes apparent that few large systems like ours have transitioned entirely to on-screen high-stakes assessments. While some smaller systems have attempted this, there are also instances of pauses or reversals, as seen in Sweden and Norway.

Underlying these decisions is the question of deliverability at scale and the confidence that such a transition will work effectively. Increasingly, though, the query has shifted from “can we do this?” to “should we do this?” This reflects concerns about the impact of screens on mental well-being and real learning, especially in light of the growing movement to limit mobile phone usage in schools.

Moreover, we must consider fairness and social justice, particularly regarding disparities in access to devices and digital skills. Additionally, we must assess whether schools and colleges are equipped to handle large-scale, simultaneous computer-based exams. Lastly, we need to ensure that exam boards and technology providers can create accessible interfaces and reliably manage large technological systems on examination days.

The Role of AI in Assessments

Turning now to the subject of AI, there are three main areas worthy of consideration in relation to qualifications. The first question is whether qualifications that verify students’ knowledge and skills are still necessary, given the capabilities of AI. If the answer is no, then the case for qualifications collapses.

However, I will argue that we do still need qualifications. This leads to a second question regarding the misuse of AI in assessments, often referred to as AI-driven fraud. Thirdly, we must consider whether we should allow AI to manage the entire examinations and qualifications system.

Let’s explore each of these three questions. First, do we still require qualifications that validate what students know and can do? The future workplace is undeniably going to be AI-enabled, but this does not imply a diminished need for human expertise. In fact, the future will demand higher levels of expertise to complement AI, necessitating specialised knowledge and sound judgment.

Addressing AI Misuse and Maintaining Integrity

Consequently, we will not require less education but rather more, along with qualifications that substantiate it. One area requiring enhanced education is AI