The defunding of level three qualifications took a swerve toward the peculiar following the national announcement earlier this month. Whilst there are clearly obvious overlaps in some areas and good reason to align existing provision with its progeny, the T Level, in others the logic behind the decision for some qualifications is unjustifiable, and questions deeper understanding of qualifications from the authorities who administer them.
How do qualifications differ then? What are we missing?
The concern with educational decisions is that life is nuanced and rarely binary. The notion of a proliferation of qualifications may have some foundation, but does not take into account the reasons why that qualification was developed in the first instance. It also does not consider the notional equivalence within the qualification structure and merely assumes that qualifications at the same level are logically, the same, whereas they clearly are not.
