BTEC and Beyond- A Toolkit for Vocational Pathways

Overview

Here at Edge Hill University, nearly half of our students’ transition to us with a BTEC or ‘alternative’ level 3 qualification, reflecting a more vocational pathway than the route provided by studying A levels.

Watch this short video with our Student Success Manager, Claire Swanwick, who will explain why understand the pathway to higher education and considering prior qualifications is important.

This toolkit will support you to understand how to support BTEC students, and those with similar vocational entry qualifications, at programme level and beyond to enhance their student experience and overall success at Edge Hill University.

Definitions

This toolkit refers to ‘BTEC qualifications’ and ‘BTEC students’ specifically as they make up the largest proportion of ‘alternative’ or ‘non- traditional qualifications’*

Please note that much of the content of the toolkit reflects the vocational nature or pathway of other technical programmes of study and can include awarding bodies such as:

NCFE-Northern Council for Further Education

NVQ-National Vocational Qualification

CTEC– Cambridge Technical

International Baccalaureate (IB) career related programmes

T Level- Technical Level

The introduction of V Levels will also be monitored.

Watch or listen to this short video , featuring Jenny Barrett, Senior Lecturer in Teaching and Learning Development, who’ll introduce the importance of knowing a little more about the entry qualification differences of those who hold vocational pathway level 3 qualifications, primarily BTEC.

Before we move onto the strategies that we can adopt to support our students, read on to learn more about the key distinctions between a BTEC programme and A Level study.

BTEC Qualifications	A Levels (Advanced Level)
Nature: Vocational and career-focused qualifications in fields such as Business, Health and Social Care, IT, and Creative Industries.	Nature: Subject-specific qualifications focused on in-depth academic study across a wide range of subjects such as Maths, Sciences, Languages, Humanities, and Social Sciences.
Focus: Practical and technical skills and knowledge in specific industries.	Focus: Strong theoretical understanding of chosen subjects, preparing students for higher education or professional careers.
Setting: Typically studied in Further Education (FE) colleges, sixth form colleges, and some school sixth forms.	Setting: Typically studied at sixth form colleges, schools, and some FE colleges.
Level of Study: Offered from Level 1 to Level 7. Level 3 BTECs are equivalent to A Levels. Some students study BTECs at Level 1–2 in school as alternatives to GCSEs.	Level of Study: Usually studied by students aged 16–18 after completing GCSEs.
Assessment: Coursework, assignments, and practical assessments are the main methods. Many courses include some exams. Work is task-based and supported by criteria, prompts, assessment grids, and rubrics that outline requirements. Students often have opportunities to resit or resubmit elements of coursework.	Assessment: Primarily assessed through exams at the end of the two-year course. Some subjects include limited coursework. Exams test knowledge, understanding, and application. Criteria and mark schemes are not always transparent. No resits or resubmissions for coursework.
Feedback: Regular, detailed feedback; students have a clear sense of progress and current grade.	Feedback: Limited, often only after mock exams or assignments.
Grading: Pass, Merit, Distinction, and Distinction* reflecting quality of submitted work.	Grading: Letter grades (A*–E), crucial for university admissions (specific grades often required).
Purpose: Prepares learners for employment or higher education, with direct routes to university or professional careers.	Purpose: Provides qualifications for university admission or further education.

Both qualifications and all vocational pathways are valuable and respected, but the choice can depend on the student’s career goals and preferred way of learning.

* NB This language is not recommended outside of the regulatory language used by the Office for Students (OfS) to ensure legal precision, consistency, and enforceability across the higher education sector.

Learning more about the student experience

Students enter higher education with diverse backgrounds, experiences, and academic foundations.

It’s important to recognise that exploring entry qualification experience and vocational pathways can provide insights into students’ prior knowledge, learning experiences, expectations of and preparedness for Higher Education.

Why understanding this matters?

Understanding both the strengths and challenges, enables us to challenge misconceptions and identify how to best support students with their transition into HE and once on programme, to enhance their student experience and avoid gaps in continuation, awarding and progression.

Supporting the journey pre-arrival

Promoting support before students arrive is important because it helps ensure a smooth, inclusive, and successful transition into the new learning environment. Recognising and responding to the advice and suggestions below is not about doing more, but about doing even better, ensuring all students feel fully seen, heard, and supported.

Supporting students on-programme and beyond

Across the institution staff already do so much to support their students, and that commitment is deeply appreciated.

The Centre for Learning and Teaching (CLT) is a central support department which actively contributes to and supports colleagues with achieving the aims of the University’s learning and teaching strategy to ensure excellence in teaching and learning.

There you can find resources to support the following:

Induction and transitions
Personal tutoring
Teaching and Learning
Assessment and feedback

At the same time, being open to learning more about our students can further strengthen that support.

Hear from Liam and Tyler for a final time in this video as they share what they think we can all do to support them during their studies or read on for additional detail and ideas to support our students once they are on programme and beyond.

Induction

On-programme

Continue to learn more by accessing this short video, featuring Jenny Barrett, Senior Lecturer in Learning and Teaching Development, who talks more about the BTEC experience of teaching, learning and assessment and some considerations for academic staff. Read on for some more suggestions about how students who have studied a more vocational pathway can be best supported.

Over 80% of the level 3 students we surveyed knew how to access support and recognised how support can help. This suggests students arrive really recognising the value of support so whether it be through PT individual or group sessions or in feedback or lectures. Signpost, signpost, signpost.

Help your students understand the range of support available to them and where possible offer structured support to bridge any gaps.

Remind students of the support available from the Disability Support Team, Inclusion ,Wellbeing and Counselling, Careers, and Student Support team. The Target Connect portal is the place to signpost students to so they can access to make appointments with these services.

For students concerned about money remind them to access the support from the Money Advice team and the potential to apply to the Student Support Fund – non-repayable financial help for those in hardship.

Remind first year and foundation eligible students of the option to opt into the Thrive programme and express an interest in working with a Student Success Champion.

Many students who have studied a more vocational pathway will benefit from structured and scaffolded guidance, as well as additional support for skills like critical thinking and academic writing which may not have been heavily emphasised in their previous studies.

Embedding this support within curriculum time rather than a bolt on is more successful as highlighted in a 2023 review of embedded session delivery and the UniSkills team are always happy to chat about the sessions available.

Similarly, these students are used to coursework deadlines rather than self-directed study, so they may need help managing workload and deadlines. Reassure students about the academic skills support they can access to manage their time, get organised, get the most out of lectures and build academic resilience as well as support with specific academic skills in the form of workshops, toolkits and 121s.

Graduation, careers and life after university

Lower proportions of students who have been eligible for free school meals, when combined with other demographic characteristics, progress on to good graduate outcomes. Our internal data suggests that students who enter from the lowest socioeconomic areas are less likely to engage with Careers. As mentioned, students who have studied a more vocational pathway often experience this intersectionality and therefore would benefit from enhanced careers support.

The Department for Education (DfE, 2019) Longitudinal Education Outcomes (LEO) data show that graduates with vocational qualifications are less likely to be in professional-level employment or have high earnings five years after graduation.

Useful contacts

As well as accessing the main EHU webpages for service overviews, and associated information, our Sharepoint pages contain all the detail you need when you search for a specific team, including emails and telephone numbers.

Student access to teams

Staff access to teams

If you’d prefer to get in touch with a team directly, an overview and contact details are below:

The Specific Learning Differences (SpLD) Support Team support students who have or would like to explore challenges related to Dyslexia, Dyspraxia, Dyscalculia and ADHD: [email protected]

UniSkills supports students to develop a range of essential study skills, Students: [email protected] Staff: [email protected]

Student Life team can help students to settle into life on campus and make the most of the Edge Hill experience: [email protected]

Student Support team can provide support for students who are thinking of leaving, care experienced and estranged students (CEES) , Young Adult Carers, Transgender students, New and expectant parents: [email protected]

Mental Health & Wellbeing team can provide ongoing specialist support and practical advice and signposting for any issue impacting on wellbeing: [email protected]

The Inclusion team supports students to ensure they have the support they need in place to fully reach their potential: [email protected]

Money Advice team can provide support and advice about what financial support can be provided to students while at university: [email protected]

The Faith and Community service is dedicated to ensuring all students feel welcomed, supported and at home at Edge Hill: [email protected]

Careers can offer advice, support and reassurance with course choice, career planning, part-time job-hunting, CV writing, volunteering, and maximising work experience and developing employability. They also have drop-in sessions in Careers Corner, Catalyst: 01695 657597 or email [email protected]

The Students’ Union provides representation for various student groups and promote and hosts activities and events. They give independent advice and support on academic issues as well as housing, money, and welfare: [email protected]

Accommodation team can provide advice around housing both on campus and off-campus: [email protected] or [email protected]

Edge Hill Sport is dedicated to providing fun recreational opportunities for students: [email protected]

Thrive programme ran by Widening Access and Student Success. Interested students can be signposted to ehu.ac.uk/thrive for opting into the programme or alternatively if you or a student has questions, email [email protected].

Staff can contact the Widening Access and Student Success team at [email protected] to learn more about the University’s approach to Access and Student Success for underrepresented student groups.

Useful resources

Feedback

Staff can contact the Widening Access and Student Success team at [email protected] to:

Learn more about the University’s approach to Access and Student Success for underrepresented student groups.
You can also contact us or your faculty academic lead to discuss how your students can be supported to thrive, progress, and succeed in higher education.
Learn more about the APP Dashboard and how you can use the data to learn more about your cohort.
Discuss if you have an interest in pursuing research in this area.
Feedback on this toolkit.

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