On 18 March 2025, the government introduced the National Baccalaureate for England – a bold new qualification for 16–18 year olds that brings academic learning, vocational skills, and real-world experience together.
This comes just days before Andy Burnham called out Whitehall for failing to understand the realities young people face – a timely reminder that reform must come with relevance and reach.
For many, it’s a big shift. For us at Sherpas? It’s familiar ground. We’re already doing what this reform calls for.
Why This Reform Matters
For too long, success in education has been defined by exam scores alone. The new Baccalaureate changes that by making space for:
- Extended projects
- Real-world experience
- Core skills like communication, collaboration, and critical thinking
It’s a promising step but only if it delivers for all young people, not just those already ahead.
Lessons From The Frontline
At Sherpas, we’ve spent years exploring what happens when young people are given real challenges to solve. Our SuperSquads bring 14–19-year-olds together with employers like HMRC and Chubb Insurance to tackle issues in AI, cybersecurity, green energy, and public service.
For example, our recent HMRC SuperSquad saw students propose using virtual reality to support healthcare recovery patients, a solution that blended innovation with empathy. These programmes, fully remote and accessible, show how real-world projects can build not just skills, but portfolios, confidence, and clarity for the future.
This model isn’t theoretical, it’s what the Baccalaureate envisions, already in action. And it works because it meets young people where they are, regardless of background. And we’ve seen how transformative it can be.
What It Means For The Future
The Baccalaureate is an opportunity to rethink education, but it’s also a risk, and its success hinges on execution. Without inclusive delivery partners, it could become yet another initiative that benefits only a few.
Schools, MATs, colleges, employers, and system leaders like the DfE will need to collaborate to make extended projects and work experience meaningful, not tokenistic.
Technology will play a role too: platforms that track progress, enable remote access, and connect students with industry can bridge the gap between classroom and career.
The question now is how we ensure this reform benefits everyone. What can we learn from models already breaking down barriers? And how can we work together to make this vision a reality?
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