Qualification-type funding approval criteria: alternative academic qualifications

Funding approval criteria that alternative academic qualifications need to meet alongside the common approval and offer-specific criteria.

This section explains the funding approval criteria which will be used for small alternative academic qualifications.

For information on technical qualifications, see qualification-type funding approval criteria: technical qualifications.

The following qualifications will not need to meet qualification-type funding approval criteria:

  • AS and A levels
  • Access to higher education diplomas
  • advanced extension awards
  • core maths qualifications
  • extended project qualifications
  • International Baccalaureate diploma
  • performing arts graded examination at level 3
  • technical qualifications in T Levels

1. Qualification is within a specified sector subject area

The specified sector subject areas (SSAs) vary between small alternative academic qualifications (AAQs) and large AAQs.

Small AAQs in scope of cycle 1

In cycle 1, we will consider small AAQs in the subject areas listed below for funding approval:

  • engineering
  • health and social care
  • ICT practitioner
  • medicine and dentistry
  • nursing and allied subjects and vocations
  • science

We will use your submission form and other evidence such as the draft qualification specification to test this criterion.

In cycle 2 we will also consider:

  • small AAQs or technical qualifications which were in scope of cycle 1
  • small AAQs in human biology or early years and childcare

There is more detail in the qualifications which we will approve section.

Small AAQs in scope of cycle 2

In cycle 2, small AAQs in the subject areas listed in the table below will be considered for funding approval.

Sector subject area Subjects where we will consider small AAQs
accounting and finance financial studies
crafts, creative arts and design animation, art and design, creative craft, digital music production, music performance, sound engineering, visual arts
languages, literature and culture of the British Isles British sign language studies only
media and communication creative digital media, creative media production, digital film and video production, digital games production, digital media, music technology
performing arts performing arts, production arts, creative and performing arts, creative arts and digital technologies, creative music industry, music, music performance, diploma for music practitioners, music technology, performance
public services uniformed protective services, policing
sport, leisure and recreation sport, sport and exercise science, sport and physical activity, sporting excellence and performance

These subjects are specific and are not to be taken to mean broader subject areas.

We do not expect to approve multiple qualifications from the same awarding organisations in each subject. Awarding organisations may, however, submit 2 sizes of qualification in the same subject if they can demonstrate that each one has genuine progression to a higher level.

We will consider funding small AAQs in other subjects in exceptional circumstances, if all of the following are met:

  • there is no A level in that SSA
  • there is a strong case that the qualification is on the academic pathway and progresses students to high-quality higher education courses

Funding approval will not be given in 2025 to 2026 or subsequent years to other small AAQs in SSAs where there are A levels.

Other SSAs aligned to the cycle 2 funding approval process  

In cycle 2, we will not consider for funding approval qualifications in SSAs where there are A levels.

These are:

  • accounting and finance
  • business management
  • economics
  • geography
  • history
  • languages, literature and culture of the British Isles (with the exception of British Sign Language)
  • law and legal services
  • manufacturing technologies
  • mathematics and statistics
  • other languages, literature and culture
  • philosophy
  • politics
  • sociology and social policy
  • theology and religious studies

Below is a list of sector subject areas where there are no A levels. We do not expect to fund small AAQs in these SSAs, but we will consider them for funding in exceptional circumstances:

  • administration
  • agriculture
  • animal care and veterinary science
  • anthropology
  • archaeology and archaeological science
  • architecture
  • environmental conservation
  • foundations for learning and life
  • horticulture and forestry
  • marketing and sales
  • publishing and information services
  • retailing and wholesaling
  • transportation operations and maintenance
  • travel and tourism
  • urban, rural and regional planning
  • warehousing and distribution

When developing a qualification in the above subjects, awarding organisations should consider whether it aligns to a level 3 occupational standard. Where it does, it is more likely that the qualification would be suitable as a technical qualification. Such qualifications are less likely to be approved as AAQs unless there is a clear case that the content is academically focused and has a clear and direct link to related higher education courses.

Funding for components of the International Baccalaureate diploma

The International Baccalaureate diploma does not need to meet qualification-type funding approval criteria.

However, the component parts of the diploma will need to meet these criteria to be approved for funding separately from the diploma. These will be considered for funding in the range of subjects that made up the IB diploma in academic year 2021 and 2022.

This means we will consider giving approval for IB certificates to be funded separately from the IB Diploma in the following subjects and SSAs.

For cycle 1, we only considered giving funding approval for IB certificates to be funded separately from the IB diploma in the science SSA.

For cycle 2 subjects where IB certificates will be considered for funding approval separately from the IB diploma in 2026 to 2027 are:

  • social and cultural anthropology (anthropology SSA)
  • business management (business management SSA)
  • film, theatre, visual arts (crafts, creative arts and design SSA)
  • economics (economics SSA)
  • computer science, design technology, environmental systems and societies, information technology in a global society (foundations for learning and life SSA)
  • geography (geography SSA)
  • history (history SSA)
  • mathematics: analysis and approaches, mathematics: applications and interpretation (mathematics and statistics SSA)
  • classical languages, language and literature, literature, literature and performance (other languages, literature and culture SSA)
  • dance, music (performing arts SSA)
  • philosophy (philosophy SSA)
  • global politics (politics SSA)
  • psychology (sociology and social policy SSA)
  • world religions (theology and religious studies SSA)

Large alternative academic qualifications (AAQs)

We will consider large AAQs in subjects where:

  • there are no T Levels, to ensure as many young people as possible benefit from them
  • there is a need for a large qualification enabling entry to more specialist areas of higher education such as performing arts, and
  • there is a clear and direct progression link into higher education

These subjects will be in the following SSAs:

Sector subject area Subjects where we will consider large AAQs
crafts, creative arts and design art and design, fine and applied art
performing arts performing arts, production arts, music, music technology, music performance and production
sport, leisure and recreation sport, sport and exercise science, sport and physical or outdoor activity

We will not consider large AAQs in other SSAs for funding approval.

The only exceptions will be where:

  • there is a new or emerging skills priority, and there is a clear need for large academic qualifications to support the skills pipeline into those sectors
  • there is a new priority growth area of the economy, and the skills needed are not provided by a T Level

Evidence of a new or emerging skills priority could be, for example, an increasing availability of university courses in the subject to which the large AAQ clearly provides a needed progression route, including at high tariff universities, or approved Higher Technical Qualifications.

Evidence of a new priority growth area could be in a new national strategy, or a strategy for a particular industry or sector.

Large alternative academic qualifications proposed by exception must:

You must check and confirm if a similar qualification existed previously. If so, the evidence must show a current, strong and clear need for the proposed qualification, to enable entry to related specialist areas of higher education.

We will only consider such qualifications for funding if they lead to higher education and are not in SSAs that are associated with T Level routes.

We will not approve a large AAQ for funding in a route that overlaps with a T Level. If we believe on initial assessment that a large AAQ is in the same area as a T Level qualification, it will be subject to an assessment to identify whether it is necessary.

2. Qualification is an appropriate size

The size of a qualification must relate to:

  • its purpose
  • the level of study
  • the skills and knowledge the student will develop

The size characteristic relates to its value in terms of hours of guided learning. Ofqual has published guidance on activities that contribute to guided learning hours.

Small alternative academic qualifications

Small AAQs must be between 150 and 420 guided learning hours.

Large alternative academic qualifications

Large AAQs must be between 720 and 1,080 guided learning hours.

We will contact you if we have any questions about the guided learning hours value assigned to a qualification.

3. Qualification supports progression to higher education

Awarding organisations will need to demonstrate that the AAQ has a clear and direct link to higher education. This includes:

  • a clear purpose statement, with an explicit explanation of how the qualification supports progress directly into higher education
  • a minimum of 6 letters of support for the qualification from higher education institutions registered with the Office for Students (OfS)

If the AAQ replaces an existing qualification or has very similar content to an existing qualification, we will review progression from the existing qualification using data including the Unit for Future Skills dashboards.

Awarding organisations can submit their own data on progression from the existing qualification. If they do, they must ensure both the sources and key findings from the data are clear. It will not be enough to provide a raw data set without detailing the source and providing a written overview of the data.

What you need to do

You need to provide a purpose statement and evidence of support from higher education providers.

The letters must include additional evidence if your qualification is:

  • a large AAQ
  • submitted for approval by exception

Purpose statement

The purpose statement should set out the aims, objectives and intended purpose of each qualification to help students make informed decisions about which qualifications to take. It should refer to Ofqual’s qualification level conditions in relation to the general purposes of AAQs.

For AAQs, this should set out that the purpose is to support progression to higher education. We will consider whether qualifications are delivering against their stated purpose as part of monitoring the balance of mix and provision.

The purpose statement for each qualification must be published on your website, alongside or as part of the qualification specification. The statement must be:

  • meaningful and relevant to students and parents or carers
  • written in plain English

You can use our template for writing a purpose statement (MS Word, 69KB). It is not mandatory to use the template, but we recommend using it to ensure you address all the minimum requirements.

If awarding organisations submit qualifications of different sizes in the same subject (also called nesting), they will need to meet the qualification-type criteria for AAQs. These include:

  • meeting Ofqual qualification level conditions for AAQs
  • having a clear purpose and delivering meaningful outcomes as a standalone qualification - for example, each qualification will need to support entry to higher education to be approved as an AAQ

Where providers are delivering nested qualifications, we expect them to make sure students choose the right qualification based on the student’s ability and what they want to achieve. We do not expect students to repeat learning that they have already completed.

This will be relevant, for example, to performing arts qualifications that are equivalent in size to 1, 2 and 3 A levels.

Evidence of support from higher education providers

We require a minimum of 6 and no more than 10 letters of support from higher education providers for each AAQ submitted for funding approval.

At least 3 of the letters must be from a higher education provider in England, and each provider must be registered with the Office for Students.

If a provider is failing to meet the Office for Students’ conditions of registration or any subsequent conditions imposed, that letter of support may be discounted in the review. The conditions of registration are on the spreadsheet version of the OfS register.

Each letter of support must confirm that the provider recognises the specific qualification as fulfilling entry requirements to higher education courses it delivers in related subjects. Small AAQs would do this by meeting entry requirements when taken alongside A levels.

We will not accept letters of support which simply confirm that the qualification will be accepted as meeting broad entry requirements, such as UCAS points. We recognise that not all subjects or higher education providers require students to have studied a related subject or specific qualification at level 3, but each qualification approved as an AAQ must be necessary (as set out in section 4 below). Simply meeting broad entry requirements would not count as being necessary.

We are looking for:

  • evidence that higher education providers have been involved in the development of the qualification
  • confirmation from providers that the qualification will be beneficial for students moving into a related higher education course

This should help substantiate the claims made in the purpose statement.

We have provided a set of questions to address in letters of support from higher education providers (PDF, 98KB). These should form the basis of the content of each letter of support. We will expect providers to specifically address these as a minimum.

Letters must be signed by someone employed by the higher education provider, who:

  • is close to the higher education course being cited
  • is familiar with admissions policy and practice
  • has the seniority needed to speak on behalf of the relevant department
  • has the authority to sign such a letter on behalf of the provider

This could be someone in a head of department role for example, but you should decide in conjunction with the higher education provider.

Each letter must also:

  • give the full title (or working title) and awarding organisation for each qualification, as opposed to a generic qualification type or suite of qualifications
  • confirm the name, job title and organisation of the person providing the letter of support
  • be dated - for new or redeveloped qualifications, the date should be no more than 6 months before the date of the submission
  • be on headed paper
  • be written in plain English and be meaningful and relevant to students and parents or carers

A single letter of support can cover multiple qualifications from a single awarding organisation where they are in a single subject, such as AAQs in performing arts. In this case, the higher education provider must make specific reference to each of the qualifications when answering the questions.

Letters of support must not cover different subject areas, such as multiple small academic qualifications in applied science and engineering.

In seeking letters of support, awarding organisations should be clear with providers that their letter:

  • will be made publicly available
  • must remain available unless they are informed that the provider no longer recognises that qualification

Letters of support must be:

  • publicly available on the awarding organisation’s website
  • clearly signposted and accessible to users

If they become aware that a higher education provider no longer recognises the qualification, the awarding organisation must remove the letter of support from the website.

Additional evidence in letters for large AAQs

For large AAQs, the letters of support should also confirm why:

  • the large size qualification is needed to provide progression to higher education
  • other qualifications such as A levels, or small AAQs in a mixed programme with A levels, are not enough for progression to higher education

They should also make clear whether the large AAQ is enough in its own right, or will be considered alongside other qualifications, to meet a provider’s entry requirements.

If small and large AAQs are proposed, we will assess each fully and separately against the criteria using the evidence provided. A decision on one will not help to make, or not make, the case for the other.

Additional evidence in letters for qualifications submitted for approval by exception

There is an additional requirement for qualifications proposed by exception.

To demonstrate support for the qualification, each letter must explain in detail how and why the content and learning aims of the qualification provide an appropriate foundation for students to progress onto higher education courses in related subjects.

The letter should make explicit reference to the core and optional units or modules within the qualification. It should explain how the content or subject matter is relevant to the higher education courses which the provider offers.

4. Qualification is necessary

For small AAQs, awarding organisations must demonstrate the value the qualification adds to A-level study as part of a mixed study programme, so it can be considered for 16 to 19 funding approval.

The guide to post-16 qualifications at level 3 and below in England sets out our expectations for small AAQs in study programmes for 16 to 19 year olds. Awarding organisations should consider this as part of their submission.

What you need to do

You need to provide a statement explaining why the qualification is necessary.

Statement for small AAQs

For small AAQs, awarding organisations must demonstrate how the qualification adds value to a study programme for students.

This includes how it supports progression to higher education when taken as part of a mixed study programme alongside A levels.

The submission should include a description of coherent study programmes for the qualification, which would support entry into different higher education courses, outlining logical combinations with A levels.

In cycle 1, for example, a small AAQ in engineering, when taken alongside A levels in science and maths, could provide a complementary balance of core STEM subjects suitable for a student aiming to study an engineering degree.

Alternatively, a small AAQ in health and social care could complement A levels in biology and psychology, for progression onto a health and social care degree course.

Awarding organisations must also outline how and why the learning and assessment approach enhances students’ opportunities for progression to higher education courses in aligned subject areas.

For small AAQs in areas where there are A levels, awarding organisations must also explain how the qualification is different to the A level, in terms of the approach taken to learning and assessment.

Statement for large AAQs

For large AAQs, awarding organisations must explain why:

  • the large qualification is needed to provide progression to higher education
  • other qualifications, such as small AAQs, are not enough to provide progression to higher education

Awarding organisations must also make clear whether the qualification is enough in its own right, or will be considered alongside other qualifications, to meet a higher education provider’s entry requirements.

The submission form will provide prompts and guidance for providing this evidence for small and large AAQs.

5. Qualification meets Ofqual regulatory requirements

AAQs must meet Ofqual’s:

As part of the funding approval process for AAQs, Ofqual will review qualification materials that have been submitted and will feed back the outcome of their review to DfE.

We will consider Ofqual’s feedback when deciding whether a qualification should be approved for funding.

What you need to do

You need to provide:

  • a qualification specification
  • an assessment strategy
  • sample assessment materials

Qualification specification

This needs to include the qualification content and assessment structure, in line with Ofqual’s qualification level conditions and general conditions of recognition.

Assessment strategy

Ofqual’s regulations for level 3 AAQs require awarding organisations to establish an assessment strategy, follow it and keep it under review.

The requirements related to assessment strategies include, for example, that:

  • key aspects of the qualification, including the content and assessment structure, must be designed to be consistent with the qualification purpose
  • awarding organisations must justify how the key structural aspects of the assessment have been designed to be:
    • consistent with the purposes of the qualification
    • appropriate in relation to the content
    • conducive to the development of robust standard setting and standards maintenance processes
  • awarding organisations must fully justify their approach to content coverage in the context of the purpose of the qualification

Refer to the qualification level conditions for the full list of requirements for assessment strategies.

Demonstrate synoptic assessment methods for your qualifications

We anticipate that synoptic assessment methods will be used in a qualification as appropriate to the:

  • subject area
  • content that is being targeted
  • assessment methodology

This is based on the purpose of these qualifications and in line with what we have approved in the past.

Sample assessment materials

These need to include mark schemes and a specification content coverage record, where applicable, for each assessment within the qualification.

These can be either:

  • previously live assessments, modified where necessary to demonstrate a revised approach as appropriate
  • newly developed samples

6. The qualification must have an appropriate title

In the title of the qualification, you must make clear the:

  • awarding organisation’s name
  • type of qualification - in this case, alternative academic qualification
  • level of the qualification
  • subject, using a short and accurate description of the content
  • size of the qualification using the terms specified below based on the total guided learning hours (GLH) of the qualification

You must refer to the level of the qualification. For alternative academic qualifications, this is level 3.

You must clearly mark all new alternative academic qualifications, to describe the content accurately. Use the term ‘alternative academic qualifications’ after the level at the front of the qualification title.

AAQs must be titled to make clear the size of the qualification. Small AAQs must be called ‘certificate’ and large AAQs must be called ‘diploma’. Within these, there are 2 sizes of qualification which should be differentiated by adding the term ‘extended’, as follows.

Small AAQs:

  • qualifications of between 150 and up to 300 GLH must be called a certificate
  • qualifications over 300 and up to 420 GLH must be called an extended certificate

Large AAQs:

  • qualifications of between 720 and up to 850 GLH must be called a diploma
  • qualifications over 850 and up to 1080 GLH must be called an extended diploma  

You must use these terms regardless of whether you have one, or more than one size of AAQ approved in the same subject.

You must also ensure that any misleading or legacy elements of titles are removed.

You can also include your own qualification branding, for example BTEC.

The format of your title

The format of your title must be set out as follows.

Certificate – small AAQs:

  • [Awarding organisation] Level 3 Alternative Academic Qualification [Branding] in Applied Science (Certificate)
  • [Awarding organisation] Level 3 Alternative Academic Qualification [Branding] in Applied Science (Extended Certificate)

Diploma – large AAQs:

  • [Awarding organisation] Level 3 Alternative Academic Qualification [branding] in Performing Arts (Diploma)
  • [Awarding organisation] Level 3 Alternative Academic Qualification [branding] in Performing Arts (Extended Diploma)

7. Mandatory content

At least 60% of the contribution to the overall qualification grade for an AAQ must relate to content that is mandatory.

We expect the majority of AAQs to exceed these minimum requirements.

Where a qualification has more than one pathway, meaning a defined combination through which different parts of the content can be studied, the mandatory content requirement applies equally to each of these pathways.

All students following the same pathway must take the same mandatory content, but the mandatory content may differ between pathways.

Awarding organisations should ensure pathways are clear and understandable to:

  • students
  • employers
  • further education providers
  • higher education providers