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Challenges of BTEC Students Progressing to Higher Education: NewVIc's Perspective

This article explores the barriers that BTEC students face when trying to enter higher education and highlights the misunderstandings that exist between BTEC qualifications and HE institutions. It also discusses the lack of understanding and preparation for HE requirements by post-16 providers. NewVIc's approach in addressing these challenges is examined, along with upcoming changes in vocational pedagogy.

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Challenges of BTEC Students Progressing to Higher Education: NewVIc's Perspective

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Presentation Transcript

  1. NewVIc’s Perspective on Progression to HE from the BTEC Qualification

  2. Overview of NewVIc • The Students • NewVIc’s BTEC offer

  3. Progression to HE

  4. Barriers to BTEC Students Gaining Entry to HE • HE fails to understand the qualification • Post 16 providers fail to understand what HE requires • BTEC qualifications fails to fully prepare students for HE

  5. HE Fails to Understand the Qualification • Admission tutors to not know the qualification • Content • Structure • Purpose • Misconceptions • No exams • No extended prose • BTECs are not true vocational qualifications • Tacit learning is not BTEC learning

  6. HE Fails to Understand the Qualification Cont. • ‘Practical learning’, ‘Learning by doing’ - dangerous terms • Downplay ‘formal’ learning and knowledge – suggest many jobs are not ‘knowledge-based’ – English problem of not valuing ‘ordinary’ jobs • German concept of ‘Beruf’ – every occupation has a corresponding body of vocational knowledge/theory – therefore – associated vocational pedagogy

  7. Post 16 Providers Fail to Understand What HE Requires • Post 16 entry • No long term view • Bright students told to do A-levels • Qualifications students must hold to gain HE offers • No exams • No extended prose assignments

  8. Post 16 Part of the Issue • Lack of academic writing skills • Express through examples not theory • Given all sources by teachers • Low expectations by teachers and students • Lack revision and exam technique

  9. BTEC Qualifications Fails to Fully Prepare Students for HE • Distinction with no writing • No need for essays • No need for formal referencing • No capping on late submission

  10. What NewVIc does • Different entry requirements for different courses • Assignments are written which require long prose and academic writing • Some areas set internal examinations • Programme teams review entry requirements for their subject degrees and make sure the students have the relevant entry reqs, such as an A level in Maths for Computer Science

  11. Changes are Coming

  12. “Sext” Horae Canonicae You need not see what someone is doing To know if it is his vocation, You only have to watch his eyes: A cook mixing his sauce, a surgeon making a primary incision, A clerk completing a bill of lading Wear the same rapt expression. Forgetting themselves in function, How beautiful it is, That eye-on-the-object look. W.H. Auden 1954

  13. Sources Annex C – OFFA commissioned analysis from HEFCE on Trends in Young Participation by selectivity of institution http://www.offa.org.uk/wp-content/uploads/2010/11/Trends-in-young-participation-by-selectivity-of-institution.pdf Unwin, L (2014), ‘Vocational Pedagogy’, paper presented at Newham Sixth Form College, April 30th 2014. Read, Sarah (2015), ‘Vocational-Qualification-Reform-–-What-is-happening-to-vocational-and-technical-qualifications-and-why’, paper presented at the AoC Vocational-Qualification-Reform, February 24th 2015 Curtis, Jan (1997), "W. H. AUDEN'S THEOLOGY OF HISTORY IN HORAE CANONICAE: ‘PRIME’, ‘TERCE’, AND ‘SEXT’". Literature and Theology11 (1): 46–66.

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