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BTEC Progression Pilot Study January, 2010

BTEC Progression Pilot Study January, 2010 . OBJECTIVES (I). Briefly put, the pilot was carried out with the following overarching objective in mind: “Establish the value delivered by BTEC First and National qualifications”. OBJECTIVES (II).

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BTEC Progression Pilot Study January, 2010

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  1. BTEC ProgressionPilot Study January, 2010

  2. OBJECTIVES (I) Briefly put, the pilot was carried out with the following overarching objective in mind: “Establish the valuedelivered by BTEC First and National qualifications”

  3. OBJECTIVES (II) More specifically, the pilot set out to answer the following questions, assuming that ‘value’ can be broadly defined as ‘progression’: • Do BTEC qualifications enable progression to employment? • Do learners progress within a field related to the subject matter of their BTEC? • Do BTEC qualifications enable progression to further studies? • Do learners progress within a field related to the subject matter of their BTEC? • To what extent do BTEC qualifications deliver short-termvs. long-term effects? • Are softer dimensions of progression relevant in the context of BTEC qualifications?

  4. METHODOLOGY Stage 1 Stage 2 Recruitment drive Distribution of flyers to 40 learning centres to advertise survey and provide URL for respondent registration Questionnaire design More elaborate questionnaire devised to probe deeper around, e.g. weight of BTEC vs. other qualifications Fieldwork I Registration survey in field (online) from 13th July to 30th September, 2009 Fieldwork II Survey in field (online and CATI) 3rd to 16th December, 2009 Analysis / Reporting I Analysis of data captured in registration survey – total base of n=344 learners achieved Analysis / Reporting II Conversion rate of 3 registrants to 1 complete  total base of n=119 learners for further analysis

  5. SAMPLE COMPOSITION Colleges provided 85% of the stage 1 sample, which has the following distribution in terms of qualifications studied for ... Sufficient base for analysis within subgroups BTEC National Diploma 39% BTEC First Diploma 33% BTEC National Certificate 8% BTEC National Award 7% BTEC First Certificate 5% Other BTEC 8% Base: Stage 1 (n=344); National Diploma learners (n=135) & First Diploma learners (n=114)

  6. AGE PROFILE The age profile of these two groups provides a first indication of the value brought about by BTEC qualifications – Nat Dip as a second chance opportunity for learners aged 19+ & First Dip for those aged 17+ Base: Stage 1 National Diploma learners (n=135) & First Diploma learners (n=114)

  7. WHAT NEXT? And there reason to believe that this second chance opportunity leads to progression: Three in five Nat Dip learners will progress to further studies at university; nearly three in four First Dip learners will progress to studies at college BTEC National Diploma BTEC First Diploma I have a place at university 62% I will be studying at college 72% Plan to get job, but not confirmed 12% Plan to get job, but not confirmed 10% Have a job confirmed 11% Plan to go to UNI, but no place yet 8% Will be studying at college 7% Will study at sixth form college 7% Base: Stage 1 National Diploma learners (n=135) & First Diploma learners (n=114)

  8. WHAT NEXT? Within both groups, an overwhelming majority will be progressing within the same sector area, but progression cannot be exclusively attributed to BTECs, with 31%and 50% respectively having completed other qualifications alongside the BTEC BTEC National Diploma BTEC First Diploma Progression within sector 84% Progression within sector 73% Studied other qualifications 31% Studied other qualifications 50% GCSE/double GCSE 53% GCSE 56% Base: Stage 1 National Diploma learners (n=135) & First Diploma learners (n=114)

  9. ACTIVITIES PRE TO POST BTEC Progression related to the BTEC was also queried in the stage 2 research – First Dip learners predominantly progress to college studies and a large proportion of Nat Dip learners progress to university (also indication of progression to work) 12% in PT / FT employment 19% in PT / FT employment Q9a. Prior to studying for the BTEC you recently completed, which of the following best describes your main activity, i.e. the activity you spent the most time on? Q10. Since you completed the BTEC, which of the following best describes your main activity, i.e. the activity you spend the most time on? Base: Stage 2 all learners (n=119), First Diploma learners (n=46) and National Diploma learners (n=48)

  10. POST BTEC ACTIVITIES RELATED TO BTEC? Predominantly learners who progress to further studies (college or university) end up studying a subject area similar to that of their BTEC qualification Q11a. You mentioned that you are currently [insert answer from Q10]. Is what you are studying within the same sector area as the BTEC you recently completed? Base: Stage 2 all learners who are currently studying (n=91)

  11. RELEVANCE OF BTEC BTEC qualifications generally perceived to be highly relevant to current activities, including further studies and employment … 75% Consider their BTEC relevant Q14. To what extent would you say that the BTEC you recently completed is relevant to what you are doing now? Please answer using a 5 point scale where 1 means ‘not at all relevant’ and 5 means ‘very relevant’ Base: Stage 2 all learners who are currently studying or working (n=113)

  12. IMPORTANCE OF BTEC … but (particularly for those who progressed to further studies), BTEC qualifications are not only relevant but often a formal requirement First Dip (n=42) Nat Dip (n=47) Total (n=108) 47% 57% 40% It was a formal requirement (course) 25% 21% 32% It was important, but not a formal requirement 13% 10% 13% Somewhat important, but not a formal requirement 5% 5% 4% It wasn't important at all, I could have done it without it 5% 2% 4% It was a formal requirement (job) 3% 0% 4% Other 3% 5% 2% Don't know Q15. You mentioned that you chose the BTEC because you wanted to get qualifications for [further studies / a job]. Which of the following best describes how important the BTEC was in making you achieve that? Base: Stage 2 all learners who are currently studying or working (n=113)

  13. BENEFITS OF BTEC (I) To the individual learner, BTECs also deliver value across a range of dimensions, including harder / softer and short term / long term Q16. To what extent would you agree with the following statements made by other people who completed BTEC qualifications? Please answer using a 5 point scale where 1 means ‘disagree strongly’ and 5 means ‘agree strongly’. Base: Stage 2 all learners who are currently studying (n=91)

  14. BENEFITS OF BTEC (II) First Diploma learners particularly emphasise the BTEC’s role as a future enabler but also highlight shorter term, more formal benefits such as the BTEC being a prerequisite for access to further studies Enabling job / industry / career / future 52% Enabling further studies 39% Specific benefit 17% “This course will help me to get me a place in university and help me to prepare for the world of work” “I feel the course has helped me improve my Art skills and knowledge and can help me towards my goal to become an art teacher and or assistant” “I need these qualifications to go onto university, as I want to become an art teacher” “It will give me more skills to enhance my career in business when I leave college to hopefully go to university” “I hope they will allow me access to a university course which will, in turn, lead me to a job in the games industry” “It will help me because it shows that I have an understanding of business” “BTEC is an applied way of learning which covers range of modules taken in small segments that bunch up together to make a large task which help as a building block for students for their future” “I feel that I can benefit from the course as it includes all vital information within the curriculum which I can then use in later experiences” “It has helped me to go on BTEC National Diploma which if I get a merit or distinction for that, then I can go on to university” Base: Stage 1 First Diploma learners (n=114)

  15. BENEFITS OF BTEC (III) National Diploma learners also mention future benefits, but place relatively less emphasis on this, stressing instead generic benefits and the BTECs role as an enabler of further studies Generic benefit 40% Enabling further studies 30% Enabling job / industry / career 29% Specific benefit 19% “It produced a good basic level of understanding for entering the subject at a higher level” “The BTEC in art and design is very similar to an art foundation if not more in depth, it has allowed me to go straight to university without completing a foundation which I am very pleased about” “It has enlightened me further on how the sports sector functions and how different mechanisms in sport work” “It’s provided me with an excellent base knowledge and practical experience that will guide me through university” “I feel like it will help me greatly in my degree course and in future work” “It has prepared me for work and it give me an insight into the world of work and what to expect” “Without attending the course I would not have been able to learn any of the skills that I now use daily” “It will definitely make things easier and be a big bonus to have some qualifications behind me” “It has been the stepping stone, not only to get job but also to allow me to go to university and I have gained a lot of confidence and self esteem” “The BTEC has helped me to be organised and confident, and has shown me a lot of new techniques to use in the world of work” “I think that my BTEC in health studies has given me a better insight into nursing, than I would have got if I had done A levels” “It has given me a practical look on things and has made me improve general skills including my confidence” Base: Stage 1 National Diploma learners (n=135)

  16. LEARNING EXPERIENCE (I) In view of the BTEC delivering a second chance opportunity to some learners, the stage 2 survey queried the learning experience in more detail  general perception that BTEC learning differs considerably relative to other qualifications studied for Q6b1. Thinking in more detail about the BTEC you recently completed, would you say that the learning experience differed from other qualifications you have studied for? In other words, did you think the BTEC was taught differently? Base: Stage 2 all learners (n=119), First Diploma learners (n=46) and National Diploma learners (n=48)

  17. LEARNING EXPERIENCE (II) Key differences include the more practical nature or BTEC learning and its coursework based evaluation – also evidence to suggest that its more independent approach appeals to learners “It was really different because it was more hands on than GCSE and we were trusted to use industry standard equipment.” “It’s more practical in terms of the things you learn about. You have a closer relationship with your lecturers and it‘s easier to go to them for help because they all worked in that field.” “You have to work independently and have to motivate yourself to do the coursework. There are no exams, so you can concentrate on producing good coursework” Q6b2. How was it different? Base: Stage 2 learners who said BTEC learning was different (n=81)

  18. MOTIVATIONS (UNAIDED) Learner motivations also suggest that BTEC qualifications are perceived to deliver value, including enabling learners to pursue an area of interest to them and at the same time preparing them for the future career / studies Q7a. Thinking back to when you had to make this decision, what were your motivations for choosing the BTEC you recently completed? Base: Stage 2 all learners (n=119), First Diploma learners (n=46) and National Diploma learners (n=48)

  19. MOTIVATIONS (AIDED) But the value of BTECs, from a motivational point of view, is not only related to formal requirements – different approach to learning emphasised here too Total Nat Dip First Diploma Consider it the best preparation for further studies Want to learn more about a subject you are interested in Need qualifications in a specific subject to get into university 31% at total level Consider the BTEC a better way of studying Want a qualification that combines practical and theoretical Think that the BTEC would be better suited to someone like you It was more likely than other qualifications to help you get a job Want an alternative to A levels There was no alternative qualification Need qualifications in a specific subject to get into college Want a different learning experience Want to be treated as an adult Q8a. Thinking in more detail about your motivations for choosing the BTEC over other qualifications, which of the following statements apply to you? Did you … Base: Stage 2 all learners (n=119), First Diploma learners (n=46) and National Diploma learners (n=48)

  20. KEY INSIGHTS • Amongst both National Diploma and First Diploma learners, formal progression is evident: • 3 in 5 of Nat Dip learners progress to further studies at university • 7 in 10 of First Dip learners progress to further college studies • Both progress to further studies within subject area studied at level 2/3 • There is also an indication, albeit less pronounced, that BTEC qualifications deliver value to the individual learner in terms of enabling progression to employment • Whilst progression cannot be exclusively attributed to BTEC qualifications – reference some learners completing other qualifications alongside the BTEC – its value is underscored by the extent to which learners consider it relevant and important • Nearly half of all learners indicate that the BTEC was a formal requirement for progression … • … and an impressive 85% of those who are studying indicate that the BTEC provided them with skills that are vital for their current studies • Also evidence to suggest that BTEC qualifications deliver value to learners in the longer term, e.g. help enhance career / stepping stone towards dream job • And value is not formal alone – widespread agreement amongst learners that it delivers value across a number of dimensions, including social, self fulfilment etc • The widely acknowledged different learning experience, which also serves as an important motivational factor, is an important strength • Likely to be a key point of appeal to second chance learners

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