The introduction of diplomas in science, languages and the humanities from 2011 means that, within six years, all students in England can demand to study a diploma in one of 17 subjects, at any of three levels of difficulty.

The development suggests that most heads and principals will need to understand the new qualifications while thousands of teachers will need training.

And a government review of A-levels planned for next year has been put back to 2013, raising the prospect of years of rivalry among qualifications in what is becoming a crowded marketplace.

Ed Balls, the Children, Schools and Families Secretary, said that, given support from universities and business, the diploma in time could become the qualification of choice.

The diplomas will face a fight with other courses including the International Baccalaureate, the Cambridge Pre-U, BTECs and Applied A- levels, which are all seeking post-16 student business.

The first 14 diplomas, covering subjects from health and social care to engineering, hair and beauty and creative and media, have been developed largely by employers. Universities will have a greater say in the design of the newly-announced courses: four of an 11-member group to advise on their development are academics.

The National Union of Teachers said it represented an acceptance that the original decision on Tomlinson had been wrong. The Association of Teachers and Lecturers said that Mr Balls had "bottled" fundamental changes by putting back the A-level review to 2013.


What will the new diplomas mean for you

Teachers
The training required by teachers to successfully deliver the new diplomas must not be underestimated, according to Sir Mike Tomlinson, who is helping to develop the courses.

"Extra training for teachers has to be properly funded," he said. "It is a crucial element in allowing them to deliver the diplomas. Otherwise we put the success of the courses at risk."

However, there will not be a dramatic change in the working day for teachers, he insists. There will be greater emphasis on getting pupils to apply their knowledge, rather than acquiring it for its own sake through final projects.

This will also lead to teachers assessing 'softer' skills as well as traditional academic performance.

Heads of department
Heads of department will have to keep a close watch on how the subject areas will be delivered. The syllabuses and assessments methods are yet to be decided.

Much of the assessment is likely to be carried out in-school by teachers, so heads of department will need to ensure teachers are confident with what is expected of them.

English and maths teachers will need to be given a stronger focus on improving functional skills, which form a core part of all the diploma courses.

State school heads
Offering the full range of 17 diplomas by 2013 could prove to be a "logistical nightmare" for headteachers, according to John Dunford, the general secretary of the Association of School and College Leaders. Heads will have to decide which their partner schools will be and which schools will offer which courses.

Arranging the timetable effectively will be difficult, as will organising transport between schools. Schools working in consortiums might have to make compromises in other parts of their curriculum, Mr Dunford said.

School leaders will need to pay close attention to funding implications as the Government makes clear what money will be available.

Independent heads
The introduction of more academically based diplomas will make them more attractive to independent school heads, according to Bernard Trafford, chairman of the Headmasters' and Headmistresses' Conference.

Mr Trafford, who represents some of the country's most academically-focused schools, said his members would welcome this week's developments and was confident that many would offer courses.

Independent schools will be particularly attracted by comments made by Geoff Parks, director of undergraduate admissions at Cambridge University, who praised the maths element of the engineering course.

Headteachers at independent schools will have to decide if they will work in partnerships with state schools and colleges to deliver them.