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are taking qualifications that have little or no value. That is because: the system is overly complex; after years of micro-management and mounting bureaucratic costs, it is also hugely expensive; and there are counter-productive and perverse incentives that steer students into inferior courses. In short, the damaging system of vocational education that we inherited is failing young people and must be changed now before the prospects of generations of young people are further blighted.

Securing our country’s future relies upon us developing our own world-class education system, from which young people graduate with not only impeccable qualifications and deep subject knowledge, but the real practical and technical skills they need to succeed. This Government support high-quality vocational education not just for its utility; vocational education is valuable in its own right. It is part of the broad and balanced curriculum that every pupil should be able to enjoy. It allows young people to develop their own special craft skills, to experience the satisfaction of technical accomplishment, and to expand what they know, understand and can do. As my hon. Friend the Minister for Further Education, Skills and Lifelong Learning has repeatedly and eloquently argued, we need to elevate the practical and treat vocational education not, as it has been seen in the past, as an inferior route for the less able, but as an aspirational path for those with specific aptitudes. That is why we are taking immediate steps to rebuild the currency of vocational qualifications.

As recommended by Professor Wolf, we have reinstated several qualifications which lead to professional success, for example, certificates in electrical engineering and plumbing, which we know are highly valued by schools and colleges, and are admired by employers. Because we know that the current set of qualifications does not meet all needs, we will work with awarding bodies and others to ensure that more high-quality courses are available for students of all levels.

Because we know that the current league table system does not reward the progress made by students of all abilities, we will reform league tables to recognise the achievements of the lowest and highest-achieving. And because we know that not all qualifications are equal, we will further reform the league tables to guarantee that vocational qualifications are given a proper weighting. Their value will no longer be inflated in a way that encourages students to pursue inappropriate courses, or overlooked in a way that unbalances achievement.

Because we know the current funding system creates perverse incentives, we will reform it. At the moment, schools and colleges are incentivised to offer lower-grade qualifications that are easier to pass because they get paid on those results. That must end. The dumbing-down of the past has got to stop if the next generation are to succeed. Students should choose the qualifications they need to succeed, not those that bureaucracies deem appropriate.

However, while choice in the qualifications market is crucial, there are certain inescapable facts in the labour market that no student can ignore. Employers rightly insist that students be properly literate and numerate. They remind us that there are no more important vocational subjects than English and maths. As Professor Wolf’s report lays bare, huge numbers of students leave education without proper qualifications in those areas, making it increasingly hard for them to secure jobs.