Why Change Management Isn’t Optional Anymore in Post-16 Education

Let’s be honest — the only constant in the post-16 education sector right now… is change!

We’re navigating qualification reforms, digital transformation, increased focus on CEIAG and Gatsby Benchmarks and preparing for a new Ofsted framework. On top of that, many teams are stretched, leadership roles are shifting and the pace of delivery rarely slows down long enough to catch breath.

It’s a lot to take on.

And yet, the most successful organisations aren’t the ones who avoid change — they’re the ones who know how to lead it well.

So why does change management matter?

Because change is no longer something that happens once a year, it’s embedded into the fabric of our roles. Whether you’re a team leader trying to embed new digital systems, a curriculum manager tackling the Gatsby Benchmarks, or a quality lead getting ahead of the inspection curve, your ability to lead change effectively will shape the outcomes for your team, your learners and your organisation.

But here’s the thing:
Most of us were never actually trained to lead change.

Change management in post-16 education: What does good change leadership look like?

Good change leaders don’t have all the answers. But they:

✅  Understand the psychology of change, including why resistance happens

✅ Use practical tools and models to plan and pace change strategically

✅ Communicate clearly and consistently, even when the message is hard

✅ Create space for people to engage, question and contribute

✅ Build coalitions, not compliance
They lead with purpose, but also with empathy. And that makes all the difference when change fatigue sets in.at makes all the difference when change fatigue sets in.

The risks of getting change management wrong

When change is poorly led, the effects ripple quickly:

• Staff disengage or withdraw
• Promising initiatives get labelled as “just another thing”
• Learners feel the impact of inconsistent or rushed implementation
• Morale drops and resistance builds

It’s not that people don’t want to change — it’s that they don’t want change as something that is done to them. The way change is led matters just as much as what’s being changed

It’s not that people don’t want to change — it’s that they don’t want change as something that is
done to them. The way change is led matters just as much as what’s being changed.

Change management aside – don’t forget Maths and English… or the power of AI

One of the most pressing and easily overlooked challenges right now is the perceived deprioritisation of Maths and English in some apprenticeship pathways, particularly with the removal of mandatory Functional Skills for learners over 19.

But here’s the reality: the need for numeracy and literacy hasn’t gone away. In fact, it’s more critical than ever, especially when learners are expected to function confidently in the workplace, complete detailed documentation, or work with data and digital tools.

We mustn’t wait for policy to dictate quality. This is a change we need to lead from within, by making the contextualising of Maths and English standard practice, not an add-on.At the same time, we’re being encouraged to embrace AI in delivery, planning and resource creation, and rightly so. But there are understandable fears: Will it replace educators? Will it undermine quality? Is it safe to use? How do we use it responsibly?

Building capacity and confidence in change management

Whether you’re leading a team, influencing a project, or just trying to make a difference from where you are, understanding how to lead change well is an essential skill for the post-16 landscape. And like any skill, it can be learned, practised and strengthened over time.

It’s time we stopped treating change as something to survive, and started treating it as something we can lead through, with clarity, compassion and confidence.