16 to 18 local curricula guidance: integrated impact assessment

Background

Local curricula for learners aged 16 to 18 were introduced through the Learning and Skills (Wales) Measure 2009 and are currently formed under duties contained in the Learning and Skills Act 2000. A local curriculum is the range of general and vocational courses available to learners within a local area, which learners may be entitled to follow subject to certain conditions. Existing statutory guidance on local curricula was issued by Welsh Ministers in 2014.

The Tertiary Education and Research (Wales) Act 2022 established Medr, the Commission for Tertiary Education and Research, as the strategic body responsible for overseeing and coordinating tertiary education and training in Wales. From April 2026, responsibility for forming local curricula transferred from Welsh Ministers to Medr. As a consequence of that transfer, Welsh Government has developed new statutory guidance setting out both the legal framework for local curricula and its policy expectations for how Medr should exercise these functions.

This guidance does not introduce local curricula as a new policy. Rather, it updates and replaces previous guidance considering Medr's new responsibilities and the wider reforms to post-16 education arising from the TER Act.

Proposal

The proposal being assessed is the publication of statutory guidance to Medr on the formation of 16 to 18 local curricula. The guidance sets out Welsh Government's expectations that, in exercising its duties, Medr should work collaboratively with local authorities, schools with sixth forms and further education institutions to develop local curricula that:

• are informed by learner voice and learner demand
• support progression from pre-16 education into post-16 education, training and employment
• provide access to a broad range of academic and vocational pathways
• include an appropriate range of provision below Level 3
• reflect local, regional and national skills priorities and labour market needs
• support increased participation and progression
• strengthen access to Welsh-medium and bilingual provision
• build on the wider aspirations of the Curriculum for Wales as learners move into more specialised post-16 learning

The guidance also sets out Welsh Government's expectations regarding collaboration between providers, the role of learner engagement in curriculum planning, support for Welsh language provision, the place of wider learning and experiences within 16 to 18 study programmes, and the approach that should be taken in relation to the Advanced Skills Baccalaureate Wales and GCSE English, Welsh and mathematics qualifications.

The guidance will inform local curricula that Medr forms with curriculum planners during 2026 to 2027 for delivery from September 2027, when the first cohort of learners who have completed compulsory education under the Curriculum for Wales move into post-16 education.

Development of policy

The guidance has been developed in accordance with the five ways of working in the Well-being of Future Generations (Wales) Act 2015.

Long Term

The guidance supports a long-term vision for 16 to 18 learning that promotes participation, progression, Welsh-medium education and successful transitions into tertiary education, training and employment.

Prevention

By supporting the formation of broad local curricula, informed learner choice and clear progression pathways, the guidance contributes to wider efforts to reduce disengagement and the risk of young people becoming not in education, employment or training (NEET). 

Integration

The guidance aligns with wider reforms including the Curriculum for Wales, implementation of the TER Act, Welsh language policy and broader ambitions for participation and progression within tertiary education.

Collaboration

A stakeholder reference group was established to support the development of the guidance. Membership included Medr, local authorities, schools, further education institutions, Careers Wales, Colegau Cymru, Coleg Cymraeg Cenedlaethol, CYDAG, Qualifications Wales, Estyn, Universities Wales, National Training Federation Wales, the WLGA, and the National Union of Students (NUS). Feedback from this group informed the development and refinement of the policy prior to public consultation.

Involvement

The guidance was subject to a public consultation and engagement with a wide range of stakeholders. Learner perspectives were reflected through NUS participation within the stakeholder reference group and through learner engagement undertaken as part of related post-16 reform work. Consultation responses and stakeholder feedback informed revisions to the final guidance. 

Impact

The principal impact of the proposal is expected to be the provision of greater clarity and consistency regarding how Medr should exercise its local curriculum functions. The guidance is intended to support the development of local curricula that reflect learner demand, support progression, provide access to both academic and vocational pathways, and strengthen opportunities for learners to continue studying through the medium of Welsh.

The guidance is also expected to support more consistent consideration of curriculum breadth, learner progression, Welsh-medium provision, learner engagement and labour market information when local curricula are formed. While consultation responses identified challenges relating to implementation, including workforce capacity, accessibility and collaboration, these largely reflect existing system-wide issues rather than direct impacts arising from the guidance itself. These considerations have informed revisions to the final guidance.

Cost savings

No direct cost savings are anticipated as a result of the guidance. However, the guidance may support more effective collaboration between providers and better alignment of provision with learner demand and labour market needs. Any efficiencies realised will depend on local circumstances and implementation arrangements.

How have people most likely to be affected by the proposal been involved in developing it

The 16 to 18 local curricula guidance was developed through extensive engagement with stakeholders involved in the planning and delivery of post-16 education and training in Wales. Prior to consultation, Welsh Government established a stakeholder reference group to help shape the content of the guidance and test emerging policy proposals. Membership included Medr, local authority representatives, school leaders, further education institutions, Careers Wales, Qualifications Wales, Estyn, Colegau Cymru, Coleg Cymraeg Cenedlaethol, CYDAG, Universities Wales, the National Training Federation Wales, the Welsh Local Government Association and the National Union of Students (NUS).

The guidance was subsequently published for public consultation between February and March 2026. Responses were received from a broad range of organisations and individuals, including schools, colleges, local authorities, representative bodies, trade unions and Welsh language organisations. Consultation responses informed revisions to the final guidance, particularly in relation to accessibility, collaboration, Welsh-medium provision, roles and responsibilities, and implementation considerations.

Learner perspectives were incorporated through NUS participation in the stakeholder reference group, engagement undertaken through related policy development work, including the Call for Evidence on post-16 education and training, discussions with learners, and feedback received through correspondence and stakeholder engagement activities.

What are the most significant impacts, positive and negative

Overall, the proposal is expected to have a significant positive impact on learners by supporting the development of broad and inclusive local curricula that reflect learner demand, support progression, and provide access to both academic and vocational pathways. The guidance provides greater clarity regarding how Medr should exercise its local curriculum functions and how it should work with local authorities, schools and further education institutions in forming local curricula.

The guidance is expected to contribute positively to learner participation and progression by promoting curriculum offers that reflect a wide range of learner needs, aspirations and starting points. It places particular emphasis on learner voice, progression from compulsory education, access to provision below Level 3, and ensuring learners can access pathways that support their future ambitions.

The proposal is also expected to have positive impacts on the Welsh language by strengthening expectations around Welsh-medium and bilingual provision, supporting linguistic continuity and ensuring that Welsh-medium provision is appropriately considered when local curricula are formed.

Consultation responses were generally supportive of the vision contained within the guidance. Respondents highlighted the potential benefits of improved collaboration, clearer roles and responsibilities, stronger progression pathways and broader curriculum opportunities for learners.

Some consultation respondents also identified implementation challenges relating to workforce capacity, collaboration, transport, accessibility and the availability of provision in some areas. These are existing challenges within the post-16 system rather than impacts created by the guidance itself. Feedback from consultation has informed revisions to the guidance, including stronger references to accessibility, collaboration, Welsh-medium provision and implementation considerations.

In light of the impacts identified, how will the proposal maximise contribution to our well-being objectives and the seven well-being goals and (or) avoid, reduce or mitigate any negative impacts

The guidance supports a number of the well-being goals, including a more prosperous Wales, a more equal Wales, a Wales of cohesive communities and a Wales of vibrant culture and thriving Welsh language. It does this by providing a framework through which Medr can form local curricula that support participation, progression, learner choice, Welsh-medium education and alignment with skills and labour market needs.

To maximise these benefits, the guidance sets clear expectations regarding learner voice, curriculum breadth, progression opportunities, collaboration between providers, inclusion and Welsh-medium provision. It also highlights the importance of considering local circumstances, accessibility and learner demand when local curricula are formed.

While the guidance does not itself remove existing challenges such as transport barriers, workforce capacity constraints or geographical variation in provision, it has been strengthened to ensure these issues are considered by Medr and curriculum planners during local curriculum planning. The guidance also reinforces the importance of collaboration between providers and the use of flexible delivery approaches where appropriate.

Welsh Government will continue to engage with Medr as it exercises its local curriculum functions, including in relation to learner participation, Welsh-medium provision and the implementation of the guidance. This will support ongoing consideration of the impacts identified through the assessment process.

How will the impact of the proposal be monitored and evaluated as it progresses and when it concludes

Monitoring and evaluation will primarily take place through Medr's statutory responsibilities in relation to the formation of local curricula and its wider oversight of the tertiary education system. This will include consideration of learner participation, progression outcomes, curriculum breadth, Welsh-medium provision and access to learning opportunities across Wales.

Welsh Government will continue to engage with Medr regarding implementation of the guidance and the exercise of its local curriculum functions. As part of its wider strategic and operational reporting arrangements, Medr will provide Welsh Government with information that supports oversight of progress against its responsibilities and priorities.

This will enable Welsh Government to consider whether the guidance is contributing to its intended objectives, identify any emerging issues, and determine whether further policy development or revisions to guidance may be required in the future.