Developing an effective Careers IAG Programme for level 3 BTEC learners

Linking London Higher Education Collaborative Conference: Supporting Learner’s Progress to HE

ContextThe number of students progressing to

HE from London colleges with a BTEC qualification has doubled in 5 years:

◦2005-06: 5565(14.6% of cohort)◦2009-10: 10645 (23.6% of cohort)

BTECs are now the second most widely used qualification for entry to HE in UK◦Some in combination with A-level

ContextBTEC are now the single biggest cohort of L3 progressors to HE from London colleges:

BTEC (full-time): 23.6%NVQ: 19.6%Other vocational/PT: 19.5%A-level/IB: 16.3%Access: 9.6%AS Level: 8.5%Other vocational/FT: 2.9%

(on basis of main level 3 qualification)

Entry rate by qualifications held

In 2012 there were 200,000 BTEC learners and approximately half applied for HE through UCAS. This compares to approximately 75% of UK domiciled students studying A levels who apply to HE.

23% of UK 18 year olds were accepted for entry in 2012 holding A levels

The second most widely held qualification is BTECs: 4.7% of UK 18 year olds were accepted for entry in 2012 holding BTECs

The entry rate for those holding BTECs alone (or in combination with other non-A level qualifications) exceeds the entry rate for those holding BTECs in combination with A levels.

The entry rates of both groups are growing (whilst the A level entry rate is declining)

The BTEC + A level entry rate is growing the fastest of all three. This is likely to be driven by increasing numbers of students taking A level and BTEC combinations.

Entry rates by POLAR2 (BTEC applicants)

Entry rates by POLAR2 (A level applicants)

HE Achievement – London Colleges

% Achieved first degree (2005-6 cohort)

BTEC lower completion rate v A-level (A2)

What should an effective IAG programme for level 3 BTEC learners look like?

Preparation for HE

Skills development

Alternatives to HE – riding two horses?

Work experience

Questions for workshop…?Where are we with current practice…?

Where are the gaps? What is missing?

Do we know our progression patterns in sufficient detail to shape an effective IAG?

Do we know our employment market? Alternatives to HE?

Feedback from Group Discussion. Key points raised:

Careers input in first yearBTEC achievement vs prep for HESkills development and embedding before

progression – in collaboration with HEIsExtended writing / independent research /

examinationsReferencing – online submission through

TurnitinBTEC conference for studentsPeers – as successful case studies / role

models