Memorandum 37
Submission from Edexcel
1. EXECUTIVE
SUMMARY
1.1 Edexcel, the UK's largest awarding body,
offers a range of engineering qualifications to support careers
in this field.
1.2 The organisation is committed to supporting
the Leitch agenda and playing a full role in raising the UK's
skill levels through innovative and accessible qualifications
that engage learners and inspire teachers.
1.3 BTEC vocational qualifications, which
include aerospace, automotive, electrical/electronic, mechanical
and manufacturing engineering, provide a route to a career in
engineering or to further study. They are recognised by professional
bodies and attract UCAS points for entry into higher education.
1.4 In 2006-07, 33,356 learners registered
for BTECs in engineering. There has been a significant rise in
popularity for these qualifications in the past two years.
1.5 Edexcel will also be offering the new
Diploma in Engineering, which will be taught for the first time
in September 2008.
1.6 Edexcel believes that the Government
should encourage and support emerging initiatives to promote engineering
careers, ensure ongoing and continuous investment in engineering
educational facilities, and encourage the existing engineering
teaching profession to keep their skills up to date.
1.7 The 2005 Young Woman Engineer of the
Year, now an ambassador for science, engineering and technology,
has a BTEC background and her career is outlined as a case study
in this submission.
2. INTRODUCTION
2.1 Edexcel, a Pearson company, is the UK's
largest awarding body offering academic and vocational qualifications
and testing to schools, colleges, employers and other places of
learning in the UK and internationally.
2.2 In 2007 we processed 9.6 million exam
papers in over 85 countries, with 4.5 million marked onscreen
using ePen technology. Our general qualifications taken internationally
include GCSEs, AS and A Levels, iGCSEs and O Levels.
2.3 Our vocational qualifications include
NVQ and BTEC from entry level to Higher National Diplomas. Our
entire vocational portfolio had over one million registrations
across 45 countries.
3. BTECS: AN
OVERVIEW
3.1 BTECs are work related qualifications
built to accommodate the needs of employers and allow progression
to university. They provide a more practical, real-world approach
to learning alongside a key theoretical background.
3.2 BTEC First and Nationals can be taken
as well as, or in place of, GCSEs and A levels in schools and
colleges. They range from entry level, suitable for learners from
the age of 14 who might struggle with traditional learning, to
level 5 higher education qualifications.
3.3 Their content is informed by and based
on National Occupational Standards (NOS) as determined by the
relevant sector skills council, thus BTEC First and Nationals
in Engineering are also recognised as technical certificates in
several apprenticeship and advanced apprenticeship frameworks.
They are also recognised by universities, employers and professional
bodies across the United Kingdom and in over 100 countries worldwide.
3.4 As well as providing a route to a career
in wide range of engineering disciplines, BTECs attract UCAS points
to allow progression to university. A BTEC National Diploma, for
example, attracts the same number of UCAS points as three A Levels.
3.5 BTECs have been around for 25 years,
and they continue to grow and develop. In 2007, more than one
million students enrolled on a BTEC course.
3.6 This table illustrates how BTECs fit
into the National Qualification Framework (NQF) alongside their
academic equivalents.
|
| NQF Level | Qualification
| Equivalent to |
|
| 5 | BTEC Higher National Diploma
| Foundation Degrees, Dip HE |
| BTEC Higher National Certificate
| Intermediate level qualifications |
| 3 | BTEC National Diploma |
3 A Levels (A*-C) |
| 3 | BTEC National Certificate
| 2 A Levels (A*-C) |
| BTEC National Award |
1 A Level (A*-C) |
| 2 | BTEC First Diploma |
4 GCSEs (A*-C) |
| BTEC First Certificate |
2 GCSEs (A*-C) |
| 1 | BTEC Introductory Diploma
| 4 GCSEs (D-G) |
| BTEC Introductory Certificate
| 2 GCSEs (D-G) |
|
4. EDEXCEL'S
ENGINEERING QUALIFICATIONS
4.1 Edexcel offers BTECs from Introductory level to Higher
National Diploma level in:
| - Engineering | - Electrical/electronic engineering
|
| - Communications Technology |
- Automotive engineering |
| - Civil engineering | - Instrumentation and control engineering
|
| - Mechanical engineering | - Marine engineering
|
| - Manufacturing engineering |
- Operations engineering |
| - Aerospace engineering | - Plant and process engineering
|
| - Operations and maintenance engineering
| |
4.2 We offer other engineering qualifications including
GCSE, and NVQs at levels 1-4 in Performing Engineering Operations,
Performing Manufacturing Operations, Business Improvement Techniques
and Marine Engineering Operations.
4.3 Edexcel is also offering the new Diploma in Engineering,
which will be taught for the first time in September 2008. Three
core themes run through the Diploma, plus an additional theme
at Advanced Level:
- discovering engineering technology;
- engineering and the future; and
- analytical methods for engineering (Advanced Level only).
4.4 The themes aim to develop knowledge and skills within
a range of engineering functions and sectors, including design,
manufacture, maintenance, installation and commissioning, instrumentation
and control, technical support, aeronautical, automotive, chemical,
electrical/electronic, mechanical, and passenger transport.
4.5 Edexcel aims to provide accessible, exciting and
innovative qualifications that engage learners and inspire teachers.
In doing so, we aim to support the Leitch agenda to improve the
UK's skills.
5. SCALE OF
BTEC ENGINEERING
5.1 In 2006-07, 33,356 learners registered for BTECs
in engineering.
5.2 The last two years have seen significant growth in
popularity for BTEC courses at some levels. Between 2005-06 and
2006-07 there was a 56% increase in registrations for the BTEC
Introductory Diploma and Introductory Certificate in Engineering
and a 16% increase in the number of registrations for First Diplomas.
6. RECOGNITION BY
INDUSTRY
6.1 Professional bodies that recognise engineering BTECs
for membership include:
- Institution of Engineering and Technology;
- Association of Building Engineers;
- Chartered Institute of Building;
- Institute of Automotive Engineer Assessors;
- Institution of Motor Industry;
- Institute of Marine Engineering, Science and Technology;
- Institute of Materials, Minerals and Mining;
- Institution of Civil Engineering Surveyors;
- Institution of Engineering designers;
- Institution of Structural Engineers;
- Society of Operations Engineers; and
7. BTEC ENGINEERING CASE
STUDY: SARAH
PULLEN
7.1 In 1997, Sara Pullen was a successful applicant for
a BAE Systems Apprenticeship. Sara had contemplated studying an
engineering degree at university but chose to undertake an apprenticeship
and complete a BTEC because she felt it would give her a grounding
for her career in engineering.
7.2 During the three year apprenticeship, Sara completed
a BTEC Higher National Certificate and a BTEC Higher National
Diploma in Manufacturing Engineering. Sara used her BTEC to step
onto her final year at university, gaining a BEng (Hons) in Mechanical
and Electrical Engineering.
7.3 Upon getting her degree, she gained Incorporated
Engineer (IEng) status with the IET (Institute of Engineers and
Technicians) and in 2006, she was appointed to a Senior Crew Systems
Engineer at BAE Systems.
7.4 Nine years after she started her apprenticeship,
Sara is an Assistant Chief Airworthiness Process Engineer for
BAE Systems and she is currently pursuing a Chartered Engineer
status.
7.5 In 2005, Sara won the Young Women Engineer of the
Year award and she is now an ambassador for science, engineering
and technology.
8. OBSERVATIONS ON
ENGINEERING EDUCATION
8.1 There is much to celebrate about engineering education
in the UK at all levels. However, Edexcel would draw the Committee's
attention to the following points:
8.1.1 Image and career information-More needs to be done
to raise awareness of engineering as an attractive career to school
and college students. Ofsted has recognised that learners already
on engineering courses need to have greater awareness of their
own career prospects. Some excellent work by the National Forum
of Engineering Centres (NFEC) and others is already underway to
tackle this issue.
8.1.2 Ongoing investment-the nature of engineering means
that learning institutions need to invest substantially in classroom
resources, particularly in comparison to other subjects, and continue
to invest to keep pace with technology. There are concerns, for
instance, as to how far schools are equipped to run engineering
courses and how many college engineering CoVEs (Centres of Vocational
Excellence) will continue to exist.
8.1.3 Workforce development-Continuous technological
change is inherent in engineering. As such, engineering teachers
need to be encouraged to maintain up-to-date skills and awareness
of new technologies. Membership of professional institutions is
helpful in this regard.
8.2 Edexcel therefore believes that the Government should
encourage and support emerging initiatives to promote engineering
careers, ensure ongoing and continuous investment in engineering
educational facilities, and encourage the existing engineering
teaching profession to keep their skills up to date.
8.3 This approach will help enhance the education sector's
capability to deliver modern engineering education and create
self-sustaining capacity.
March 2008
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