Widening participation is fundamental to advancing social mobility and justice. Central to this has been the growth of Level 3 BTECs in the UK. These applied general qualifications offer higher education progression opportunities for school leavers who might not meet A level entry criteria. Yet, despite their contribution to the cause, the outcomes for some students who enter university through the BTEC route raise concerns.
This is because of significant attainment and retention gaps between university entrants with Level 3 BTECs and A levels, as concluded by a Nuffield Foundation report. BTEC entrants are almost twice as likely to withdraw during their first year of university and are significantly more likely to graduate with a lower degree classification.
Such disparities raise important questions about how further education prepares learners for university study. Assessment differences could provide an answer: A levels are predominantly assessed through external exams, and Level 3 BTEC programmes through internal coursework.
However, we cannot view the attainment gap through the lens of student ability alone. The issue is connected to the wider accountability culture that shapes educational practice in FE, where learner attainment is a key measure of practitioner or institutional success. FE teachers are under immense pressure to secure positive outcomes. These are published by the Department for Education and directly influence student recruitment.
This accountability culture means practitioners might prioritise the achievement of measurable outcomes (grades) while dismissing broader educational development, restricting learning experiences to those that directly contribute to assessment success. The link between accountability and assessment-focused “purposive pedagogy” has been recognised in educational scholarship and is considered detrimental to authentic learning.
More concerning are the “grade inflation” allegations that have plagued BTEC qualifications in the past, affecting trust in them. They highlight the fact that some Level 3 BTEC practitioners fall into the “accountability trap”, a concept that explains how teachers can produce “academically successful” learners who are unable to apply themselves in the real world. This is more likely to occur in qualifications that allow practitioners considerable autonomy over assessment practices. In what appears to be the sector’s worst-kept secret, Level 3 BTEC practitioners will often afford leaners multiple coursework submissions, supply “assignment walkthroughs” and run workshops that prescribe assignment content directly – all violations of the BTEC principles outlined in the awarding body’s specifications.
Through this lens, the BTEC and A level HE attainment disparity becomes a systemic issue, stemming from FE. Yet, to address such an issue would require revolutionary change, something far beyond universities’ influence. So, to narrow the attainment gap, we must accept this reality and focus on how best to support Level 3 BTEC entrants.
Reduce culture shock
Because FE and HE learning and assessment can differ considerably in both level and approach, BTEC entrants might experience culture shock when they progress to university-level study. Universities must implement a proactive academic support framework for these students from the outset. By using enrolment data, teams can identify these students before they arrive and offer extended inductions to ease the transition to university-level study.
Rather than relying on BTEC entrants attending optional drop-in sessions, academic skills support teams could deliver mandatory timetabled sessions that focus on addressing common skills and knowledge gaps. These could include formal academic writing, application of abstract concepts, revision strategies and examination techniques.
- Spotlight guide: What next for EDI? Protecting equality of opportunity in HE
- Should university admissions decisions rely on academic performance?
- Let’s build a higher education system that works for first-generation students
Reduce barriers for disadvantaged students
Since BTEC entrants are statistically more likely to come from disadvantaged backgrounds, they may lack the cultural capital required to navigate HE environments. This can result in a lack of belonging and isolation. Disadvantaged learners might also lack social capital, making it difficult to find academic support within their family networks. They can also face financial issues, often taking up part-time employment that may impact their studies. Data-driven grades and attendance monitoring can address these barriers by identifying early signs of disengagement.
Pastoral and academic interventions can also reduce the likelihood of dropping out or ongoing poor academic performance. Although these are already enacted in many universities, the responsibility often falls on academics who might fail to properly implement them because of conflicting responsibilities and significant workloads. By allocating this responsibility to a dedicated team, we can ensure students are supported in the best ways possible.
Rethink assessments
Exam-based university assessments may disadvantage BTEC entrants whose academic background is heavily rooted in vocational applied coursework. Where possible, exams should not feature in year one of a degree and university programmes should leverage the existing skills of BTEC students by incorporating more authentic assessments that focus on real-world, industry-relevant challenges. This practice is universally beneficial for developing highly employable graduates.
University staff can also develop cross-sector collaborative networks that allow the sharing of best practice between HE and FE practitioners to promote greater understanding of the demands of HE study among BTEC teachers and ensure pedagogy prepares BTEC students for their transition.
Although the BTEC route remains vital for many disadvantaged learners, the attainment gap between entrants with BTECs and A levels highlights important challenges that transcend individual student capability.
A cross-sectoral shared commitment to improving transition, retention and academic preparedness can help universities move away from reactive strategies that often prove ineffective in serving the needs of BTEC entrants.
Chris Johnson is lecturer in business and management at the University of Chester.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment