BTEC Qualifications

Flick Drummond Excerpts

Monday 18th July 2022 Westminster Hall

[Mrs Flick Drummond (Meon Valley) (Con)]

It is a pleasure to serve under your chairmanship for the first time, Sir Mark. I, too, thank the hon. Member for Battersea (Marsha De Cordova) and the Petitions Committee for scheduling the debate. The petition has attracted many signatures from my Meon Valley constituency and elsewhere in Hampshire, where we are fortunate to have some really strong colleges serving our students. Although I do not have a sixth-form college in my constituency, some of my constituents attend colleges in the constituency of my hon. Friend the Member for Winchester (Steve Brine) and other nearby colleges. In the lead-up to the debate, I have been contacted directly by student constituents who have concerns, and I am pleased to speak on their behalf too.

In the post-covid landscape, we must help students to catch up, as well as ensuring that education meets the changing needs of employers and the future life of young people. One thing that I know employers look for is certainty. There has been an endless debate about the value of qualifications and about how well qualifications relate to what employers need, which is why I wrote a paper on assessment nearly two years ago and why there have been five commissions since on the subject, which I will come to later. Indeed, tomorrow we will be setting up an all-party parliamentary group on assessment—I say that in case anybody here is interested in joining.

With BTEC, we have a proven qualification in many subjects that provides value for everyone—students and employers. Qualifications such as BTEC are taken close to the point at which many students are likely to enter work. They are relatively more important than A-levels to young people who are not going to university, as they prepare students well for work immediately, whereas university students have another three or four years before facing career-level employers for the first time after graduating.

I am pleased that most universities recognise BTECs as part of the mix of qualifications for entry to university. I did not know about T-levels, but I have looked them up and the hon. Member for Battersea is absolutely right that Cambridge and Oxford do not accept them at this stage, but I hope that might change.

I welcome the intentions towards employability skills that the Government showed in bringing in T-levels. However, where BTEC qualifications best fit the needs of students and employers, they should be retained. Let us take nursing and healthcare, for instance. All the medical bodies have said that they are concerned about the impact of scrapping BTEC courses on their ability to recruit in future. Students who take BTECs can become support workers, and many go on to qualify as nurses, midwives and radiographers. NHS employers estimate that about one fifth of those studying for a nursing degree started with a health and social care BTEC. At the same time, NHS bodies have doubts about the viability of replacement T-levels because, as we have heard, they require a 45-day work placement, which many employers struggle to offer. That is a problem for people who want to go into medicine too; finding work experience is very difficult. Ending BTECs without having a suitable replacement will make it hard to recruit into those professions and others, including apprenticeships, so we must ensure that every route into those jobs is kept open.

We should also look at the social impact of the proposed changes. The equalities impact assessment, which formed part of the Government’s response to the consultation, states that removing BTECs will mean that some students do not attain a qualification at level 3. There is simply a commitment to mitigate that with a higher-quality level 2, and mitigations are outlined to support continued progression to level 3, but it is not clear what they will be. The EIA highlights concerns about the uncertainty of the future approval criteria.

Hon. Members will agree that to expect students to start on a path when neither they nor the Government know where it will lead is unacceptable, as my hon. Friend the Member for Taunton Deane (Rebecca Pow) articulated well. The EIA is clear that students from minority and more deprived backgrounds will be disproportionately affected by this change. It is not good enough to say that we will make a better level 2 for them. That is not how we advance social mobility.

This experience should teach us that the structure of senior education assessment is becoming more confused, not less. We have A-levels for the academic strand, which is completely separate from vocational strands. T-levels do not provide learning in some subjects in the way that BTECs do. We are proposing to end BTECs in general while retaining some specialist qualification. As I mentioned in the paper that I wrote, it is time to look again at how we structure education between the ages of 14 and 18 so that young people can work towards a range of qualifications that complement each other—education and vocational, with the ability to do different strand at the same time.

We should end the situation in which young people take GCSEs, which are only a milestone in their education, before moving into a confused offer of A-levels, T-levels and whatever other limited qualifications remain after this review. We need a vocational path alongside T-levels. All the commissions that have published on this subject agree that our assessment system is no longer fit for purpose.

University technical colleges are one of the best innovations in education in decades. Many of my constituents go to one in Portsmouth, and I would love to have more surrounding my constituency, because the demand for UTC places in Hampshire outstrips supply. That is the right kind of environment for young people to take in a mixture of subjects and qualifications. By starting at 14, they avoid a jolt in students’ education at 16. Students do GCSEs, but it is a secondary thing; it is something they have to get through, rather than linking to what they want to do.

[Steve Brine]

As usual, my hon. Friend is making a very thoughtful speech. In Hampshire, we have a tertiary system: we have big sixth-form colleges and very few sixth forms attached to state secondary schools. UTCs are an important element of choice that maintains the system that has worked well and served our county and constituents for many years.

[Mrs Drummond]

My hon. Friend is absolutely right. That should not stop a curriculum that starts at 14 and continues to 18. It just means that it continues in a different building, perhaps with a different uniform. It is a way of progressing, and it is very easy to do. It should not be a barrier to changing to a different sort of curriculum. It also means that people would have a much more coherent education. They would then be able to go into the workplace, further training or higher education, properly equipped with a wide range of experience. It is a bit like an English baccalaureate, although I do not think we should call it a baccalaureate—I have spoken about that many times and will not speak about it now.

Employers, teachers and students in my constituency all tell me that we should have a meaningful reform of senior education, and I agree. The present situation with BTEC, as this petition emphasises, is one that we must avoid letting happen again.