Teachers are frustrated by “structural barriers” affecting the uptake of vocational studies for 14- to 16-year-olds, research has found.
The interim findings from OCR show that teachers, students and parents see existing 14-16 qualifications as valuable - but that a lack of resources, staff and accessible information is preventing wider uptake of such qualifications.
Myles McGinley, OCR managing director, has called for “pragmatic action” to ensure the qualifications are viewed as equal to academic studies, as vocational studies remain “one of the biggest areas of untapped potential” in education.
‘One of the biggest areas of untapped potential’
In July, prime minister Andy Burnham announced that new technical pathways for students from the age of 14 would be available in schools from 2028, prompting questions on funding, assessments and oversight from leaders and unions.
National Pupil Database and Individualised Learner Record figures, shared with Vlog, revealed that 10,100 students enrolled on 14-16 full- or part-time provision in 2024-25, falling to 8,970 this year.
OCR’s research includes a survey of 449 teachers and school leaders, as well as 259 parents of 13‑ to 16‑year‑olds, alongside focus groups with teachers, leaders and parents of students taking vocational qualifications.
Researchers found perceptions of vocational qualifications to be “largely positive, particularly among those who were more familiar with them”.
However, a lack of awareness among parents and structural problems such as staff capacity were cited as barriers to more students taking up technical options.
Researchers found that 40 per cent of parents demonstrated an understanding of the qualifications, compared with 73 per cent for GCSEs. OCR says this was “far higher” than what teachers assumed, as only 8 per cent of respondents thought that parents would have a “good understanding”.
Among teaching staff, some 33 per cent cited staff capacity as the main barrier to expanding technical study. Some 27 per cent pointed to resource constraints, while 26 per cent said accountability pressures were pushing schools to prioritise GCSEs over technical pathways.
‘Consistent’ positive experiences of technical qualifications
A “consistent” finding from surveys and focus groups was that those who had taken up technical qualifications had a positive experience, researchers found.
For students, what OCR describes as “more balanced assessment model than GCSES”, with more non-exam assessment, was “particularly valued”.
While overall understanding and awareness of such models among parents was low, they too were “overwhelmingly positive”: some 93 per cent, for example, valued “real‑world learning” and 88 per cent said the same of “transferable skills”.
Myles McGinley, OCR managing director, said: “Vocational education represents one of the biggest areas of untapped potential in education. ‘Parity of esteem’ has become a tired cliché. It’s time for pragmatic action.”
The research dispels the “myth” of vocational studies being less challenging and shows they have something to offer all students, he said.
Mr McGinley added: “The real barrier here isn’t the technical awards themselves, and that’s good news because we know that teachers do not want another major overhaul of qualifications.
“Instead, we can achieve greater access to technical education by removing the structural barriers cited by teachers: a lack of resources, staff, and accessible information for students and parents.”
Vocational routes ‘should be for all students’
Former education secretary Charles Clarke, who is chairing the research, said that it showed that the answer is “not to separate young people into vocational or academic students”, but to encourage the uptake of such paths by students “whatever their aspirations”.
Mr Clarke said: “Technical awards are qualifications that could be helping many more young people, without the need for years of disruptive overhauls - we just need to remove the barriers that exist at the moment.
“This approach will be valuable to ministers seeking to adjust the balance of our educational system towards a more vocational approach.”
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “This research suggests that the government’s energies would be better spent on championing existing technical and vocational qualifications for 14- to 16-year-olds rather than embarking on the upheaval of inventing new ones. There is no point in reinventing the wheel.
“The message is clear that the key to strengthening these routes lies in making sure schools have the staffing and resources they need to deliver them and an accountability system which better reflects the value of these qualifications. They have played second fiddle for too long.”
OCR’s full report, titled Untapped Potential, will be published in the autumn.
A DfE spokesperson said: “We’re determined to break down these structural barriers so that every child has the opportunity to reach their chosen career, no matter what path they take to get there, and vocational qualifications will be a vital part of that.
“We’re backing schools with record investment, including a £2.3 billion increase to the core schools budget in 2026-27, alongside £400 million to create tens of thousands of nursery places and £3.7 billion for new SEND provision.”
