Responding to the Curriculum and Assessment Call for Evidence: Insights from the Association
The recent call for evidence on Curriculum and Assessment provides an important opportunity to reflect on the future of post-16 education and its impact on our members and the wider landscaping industry. Drawing on feedback from our training provider network, the Association has formally responded to the call for evidence and wishes to highlight key concerns and opportunities that must be addressed to ensure the education system meets the needs of learners, educators, and industries alike.
Protecting Existing Level 3 Qualifications
The proposed removal of established Level 3 qualifications presents significant risks. These qualifications underpin many industry frameworks, including competency card schemes essential for commercial construction work. Removing them could disrupt pathways to employment and lead to restrictive practices, limiting access for those who do not fit into the narrower options of Apprenticeships or T-Levels.
Industry schemes such as NHSS18 and LISS currently require and recognise existing qualifications. If these were to be removed, we would need to consult with the NHSS18 Training and Education Committee to determine whether Apprenticeships and T-Levels would be deemed acceptable substitutes—an uncertain and potentially costly process.
Issues with Assessment Methods
The reliance on examinations as the primary assessment method is another area of concern. Practical, skills-based industries like landscaping benefit from assessments that recognise hands-on abilities and workplace competence. An overly exam-focused approach risks alienating learners who thrive in practical settings, potentially diminishing the pool of qualified professionals entering the industry.
Challenges with Maths and English
The Association understands Government’s focus on all young people achieving formal Maths and English qualifications. However, this continues to pose challenges for some learners, the insistence on formal qualifications can discourage individuals who excel in technical and creative disciplines. Alternative methods of demonstrating competence in these areas should be explored to better support learners in vocational training.
Careers Guidance and Apprenticeships
Performance in careers guidance remains inconsistent, and the lack of robust advice often leads young people to overlook opportunities in industries like landscaping. Additionally, the Association has flagged the government’s apprenticeship website as underperforming, making it harder for employers and potential apprentices to connect. Addressing these gaps would improve access to information and opportunities in vocational careers.
Funding Concerns in Further Education
Adequate funding for teachers in further education (FE) is critical. FE plays a central role in training the next generation of landscapers, yet funding shortfalls hinder the ability to attract and retain skilled educators. Moreover, funding mechanisms should be extended to support short, specialist technical training not currently included on qualification frameworks. This type of training is vital for developing niche skills that enhance employability and support industry demands.
Broader Implications for Industry Schemes
Beyond the direct impacts on learners, many existing schemes depend on the qualification system. Competency card schemes, for example, rely on these qualifications as mandatory requirements for working on commercial construction sites. Without these qualifications, the industry risks losing critical infrastructure that ensures safety and professionalism on site.
Jonathan Pettit, Head of Skills, Careers and Certification said
"We welcome Government’s consultation on these important issues which will have significant implications for our members and the wider landscaping industry. Established qualifications, diverse assessment methods, and accessible education pathways are critical for developing a skilled workforce. Removing Level 3 qualifications risks creating restrictive practices and undermining competency frameworks essential for safe and professional work environments. We would welcome the opportunity to discuss with Government the real-world impact on learners, employers, and industry schemes and ensuring the education system supports long-term growth, opportunity, and innovation"
Conclusion
The landscaping industry, like many others, relies on a robust and inclusive education system to develop the skilled workforce needed for the future. The Association endeavours to work with policymakers to carefully consider the implications of removing established qualifications, overly narrowing assessment methods, and underfunding further education. The success of national schemes such as NHSS18 and LISS depends on qualifications that are relevant, accessible, and recognised. Any changes to the system must support - not hinder - learners, educators, and industries in achieving their full potential.
The Association and GoLandscape remain committed to contributing to this discussion and will seek input from key industry committees, training providers, colleges and members to ensure a balanced and informed response that safeguards the future of landscaping and its essential workforce.
