So what is the FE Sector?A guide to the further education system in

England

etfoundation.co.uk

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Table of Contents

List of abbreviations 4Introduction 5The Different Types of Provider Involved in Delivering FE 6

Part 1: The Further Educaton Sector

FE Providers 7Colleges 7

General Further Education (GFE) Col leges 8

Sixth Form Colleges 9

Land-based Colleges 11

Art, Design and Performing Arts Colleges 12

Special ist Designated Colleges 13

National Special ist Colleges (NSCs) 14

Independent Training Providers (ITPs) 15

Local Authori ty (LA) Providers 16

Employer Providers 16

Third Sector Providers 16

Adult Community Education (ACE) Providers 17

Local Authori ty ACE Providers 18

Insti tutes for Adult Learning 19

Third Sector ACE Providers 20

Ways of Learning 21Work-based Learning (WBL) 21

Online and Blended Learning 22

Part 2: Qualifications

Qualification Levels 24Apprent iceships and Quali f icat ions in the FE Sector 25

Study Programmes 26Apprenticeships 27Traineeships 28Supported Internships 29Vocational Qualifications 30

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Awards, Cert i f icates and Diplomas 31

Higher National Certi f icates / Diplomas (HNCs / HNDs) 33

Other Certi f icates and Diplomas 34

Technical Cert i f icates 34

Technical Levels (Tech Levels) 34

Appl ied Generals 35

Branded vocational qualif ications 35

BTECs 35

Cambridge Nationals and Cambridge Technicals 36

T Levels 36

National Vocational Quali f icat ions (NVQs) 37

Foundation Degrees 37

Postgraduate Cert i f icate of Education (PGCE) 38

Academic qualifications 39Funct ional Ski l ls 40

Engl ish for Speakers of Other Languages (ESOL) 40

GCSEs 40

A Levels and AS Levels 42

Internat ional Baccalaureate (IB) Diplomas 43

Cambridge Pre-Us 43

Access to Higher Education Diplomas 44

Cert if icates / Diplomas of Higher Educat ion (CertHE / DipHE) 44

Bachelor’s Degrees 45

Master’s Degrees 45

Routes into FE teaching 47

Useful Websites 48References 49

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List of abbreviations

► ACE Adult Community Education

► AEB Adult Educat ion Budget

► BA Bachelor of Arts

► BSc Bachelor of Science

► BSL Brit ish Sign Language

► BTEC Business and Technology Education Council

► CertHE Cert i f icate of Higher Educat ion

► DipHE Diploma of Higher Education

► ESOL English for Speakers of Other Languages

► FE Further Educat ion

► GCSE General Cert i f icate of Secondary Educat ion

► GFE College General Further Educat ion College

► HE Higher Educat ion

► HNC Higher National Certi f icate

► HND Higher National Diploma

► IB Diploma Internat ional Baccalaureate Diploma

► IT Information Technology

► ICT Information and Communication Technology

► ITP Independent Training Provider

► LA Local Authority

► MA Master of Arts

► MSc Master of Science

► NSC National Special ist College

► NVQ National Vocational Qual if icat ion

► Ofqual The Office of Qualif ications and Examinations Regulat ion

► PGCE Postgraduate Cert i f icate in Education

► PGCert Postgraduate Cert i f icate

► PGDip Postgraduate Diploma

► PTP Private Training Provider

► SEND Special Educat ional Needs and Disabi l i t ies

► WBL Work-based Learning 

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Introduction

The Further Education (FE) sector is a wide-ranging and remarkably diverse

sect ion of the educat ion system. It is made up of many di fferent types of provider

and offers a huge range of excit ing educat ion and training opportunit ies.

The FE sector is vast; there are l i teral ly thousands of di fferent options available

including academic, vocational, and recreational courses. I f you are a bi t

bewildered by it al l , you are not alone! I t can be challenging to understand how al l

the di fferent parts f i t together. That is where this guide comes in.

Whether you are a school- leaver, an adult returning to learning, a parent, a

practi t ioner or anyone else wanting a basic overview of the FE sector, this guide is

for you.

Part One provides an out l ine of the dif ferent types of FE providers, fol lowed by a

summary of some approaches to learning that are prominent in the sector. Part

Two out l ines some of the di fferent types of qualif ication available.

We hope that this guide wil l help you to understand more about what the FE sector

can offer.

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The Different Types of Provider Involved in Delivering FE

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Part One: The Further Education Sector

FE Providers

FE providers include any inst itut ions or organisat ions (other than schools or

universi t ies) that receive government funding to provide education and training to

people over the age of 16 (some also offer courses for 14 and 15-year-olds).

There are six di fferent types of FE provider: colleges, Independent Training

Providers (ITPs), Local Authori ty (LA) providers, employer providers, third sector

providers, and Adult Community Educat ion (ACE) providers. Schools and

universi t ies are not part of the FE sector.

Colleges

This sect ion provides an overview of the dif ferent types of FE college. Details of

avai lable courses, entry requirements and appl icat ion processes are on each

college’s individual website.

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General Further Education (GFE) Colleges

GFE colleges are one of the main providers of further education in England. As the

diagram shows, GFE colleges outnumber al l the other types of col lege combined 1 .

GFE colleges offer a wide range of programmes. They have a strong focus on

support ing learners to develop valuable workplace ski l ls through providing

technical and professional education and training. Almost al l of fer apprent iceships

and have close partnerships with employers.

As wel l as vocational ( job-based) courses, many GFE colleges offer academic

(subject-based) and higher education (HE) courses.

GFE colleges have a wide range of learners studying on a ful l - t ime or a part-t ime

basis. Most have completed their statutory education and are over the age of 16.

However, some colleges offer courses for 14 and 15-year-olds. GFE colleges also

offer adult educat ion courses so there are learners of al l ages.

Examples of subjects available at a GFE col lege include:

1 Association of Col leges (2018). Data does not include National Special ist Col leges (NSCs).

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► Accounting

► Animal care

► Beauty therapy

► Business studies

► Carpentry and joinery

► Drama and theatre studies

► Engl ish language

► Hairdressing

► Health and social care

► Hospital i ty

► Management

► Maths

The above is only a snapshot of the hundreds of courses available at GFE

colleges.

Sixth Form Colleges

Sixth form colleges are the second most common type of FE col lege in England.

They cater pr imari ly for the 16-19 age group. Unlike school sixth forms they are not

attached to a secondary school.

Sixth form colleges offer a diverse range of courses. The majority of learners at a

sixth form col lege are studying ful l -t ime academic courses. However, many now

offer vocational courses too. Around two-thirds of sixth form college learners

progress to higher education.

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Examples of subjects available at a sixth form college include:

► Art and design

► Biology

► Business studies

► Chemistry

► Environmental services

► Fashion and text i les

► French

► Health and social care

► History

► Hospital i ty

► Maths

► Psychology

► Religious studies

► Sport

The above is only a snapshot of the hundreds of courses available at sixth form

colleges.

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Land-based Colleges

Land-based colleges provide educat ion and training in areas relat ing to animals,

plants, farming, and the environment. They offer courses from entry to post-

graduate level.

A combinat ion of hands-on and classroom teaching is provided al lowing learners to

develop both pract ical ski l ls and theoret ical understanding. Many land-based

colleges have close partnerships with employers.

Examples of subjects available at a land-based col lege include:

► Agriculture

► Animal studies

► Countryside management

► Equine studies

► Fisheries

► Forestry and arboricul ture

► Hort icul ture

► Tree surgery and management

► Veterinary services

► Wildl i fe management

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Art, Design and Performing Arts Colleges

Art, design and performing arts colleges offer special ist courses for those wishing

to pursue a creative career. A range of courses at dif ferent levels are offered

including entry level courses, higher education courses and short courses.

Learners of al l ages can attend art, design and performing arts colleges, al though

some courses may only be avai lable to school-leavers.

Examples of subjects on offer at an art , design and performing arts college include:

► Art and design

► Contemporary design crafts

► Fashion

► Fine art

► Graphic design

► History of art

► Il lustration and animation

► Jewellery design

► Performing arts

► Photography

► Short f i lm-making

► Texti le design

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Specialist Designated Colleges

Special ist designated colleges are independently founded chari t ies regulated by

their own trust deeds (unlike most col leges which are governed by a further

educat ion corporat ion or sixth form col lege corporat ion).

Special ist designated colleges have a part icular focus on providing high-qual ity

educat ion to certain disadvantaged groups.

Their remits vary greatly: some provide adult educat ion, others offer special ist

provision for learners with learning dif f icult ies and disabi l i t ies. Some of the

colleges maybe resident ial. Some focus on part icular groups of learners such as

those who work at sea or adults with few or no qual if icat ions. There are only a

handful of special ist designated col leges in England.

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National Specialist Colleges (NSCs)

NSCs (also known as Independent Special ist Colleges) offer special ist support to

young people with learning di ff icul t ies, disabil i t ies and/or mental health problems.

They employ a much higher number of learning support staff than other provider

types and usually have a smaller number of learners.

It is common for NSCs to offer special ist faci l i t ies such as sensory, therapeutic,

and supported work environments. Some also offer residential provision.

The courses offered by NSCs are extremely varied and many are unaccredited.

Many NSCs support learners to develop communicat ion and independent l iv ing

ski l ls. Some provide a craft and land-based curriculum. Others provide vocational

training and offer transit ion programmes to support learners into employment.

Examples of subjects that may be on offer at an NSC include:

► Art

► Blacksmithing

► Creative and performing arts

► Cutlery making

► Drama

► Gardening

► Glass cutt ing and engraving

► Hort icul ture

► Maths

► Music

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Independent Training Providers (ITPs)

ITPs are one of the main providers of Work-based Learning (WBL). Working closely

with employers, they receive government funding to provide ‘of f-the-job’ training;

th is may include teaching theory, providing learning support, or delivering pract ical

training.

ITPs are often used to deliver training to apprent ices on behalf of colleges and

employers.

There are a large number of di fferent ITPs in England, varying great ly in size.

Some are smal l and focus on a single area of vocat ional training such as

hairdressing or construction. Others wi l l provide training opportunit ies across the

country in a range of vocational subjects. ITPs can be in the private or third sector.

Independent Training Providers are sometimes referred to as Private Training

Providers (PTPs) or Independent Learning Providers.

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Examples of training del ivered by ITPs include:

► Advice and guidance

► Business administrat ion

► Childcare

► Construct ion

► Customer service

► Hairdressing and beauty

► Management

► Retai l and commercial enterprise

► Support ing teaching and learning

Local Authority (LA) Providers

Many Local Authorit ies such as boroughs and local counci ls provide adult

educat ion opportunit ies (see next sect ion on ACE providers). They can also be

providers of Work-based Learning (WBL).

Employer Providers

Not al l employers use an external organisation to provide training to apprentices:

some deliver their own ‘ in-house’ training. Those that do so are responsible for

support ing staff through their qual if icat ions and, as with other types of FE provider,

have to comply with standards set by Ofsted.

Third Sector Providers

The third sector refers to non-prof it -making organisat ions such as charit ies,

foundations, and community groups.

As wel l as being a type of ACE provider (see next section), th ird sector

organisations can provide academic and special ist courses and del iver special ised

training to disadvantaged learners.

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Adult Community Education (ACE) Providers

There are over 200 Adult Community Education (ACE) providers del ivering adult

educat ion through a network of centres in every city and town in England, with

learning often taking place in community sett ings, such as schools, l ibrar ies, and

children’s centres.

ACE providers share a jo int mission to enable those often furthest away from

employment to progress in l i fe and work. Through providing educat ion, ski l ls and

learning they aim to enhance people’s employment prospects and wel lbeing,

improve product ivity, and enable economic success.

Most ACE providers offer courses at Level 2 or below, including courses that do

not lead to a formal qualif ication (non-accredited). There are also increasing

numbers part icipat ing in higher level courses, including Level 4.

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Examples of programmes delivered by ACE providers include:

► Support ing learners to get a job or promotion through vocat ional ski l ls

training from Level 1 to Level 3.

► Essential basic English and maths and Information, Communication and

Technology (ICT) ski l ls; enabl ing the most disadvantaged to aid their

progression into further learning and sustainable employment.

► Engl ish for Speakers of Other Languages (ESOL); for example, helping

refugees and residents improve their spoken English.

► Family learning courses, enabl ing parents to support their children in learning

to read, write and count.

► Programmes that focus on developing independence, social , and employment

ski l ls for learners who have learning di ff icul t ies and/or disabil i t ies.

► High quali ty training in mentoring and counsell ing for learners who require

support to get back in to work and require mult i -agency support such as those

recovering from drug and alcohol misuse.

► Special ist in it iat ives, for example working with the pol ice service to help

learners remove themselves from gang culture and law-breaking.

► Health and wellbeing and arts and culture courses that help individuals to

gain confidence, progress to further learning, and create opportunit ies for

social interaction.

► Career guidance and information on individual ski l ls gaps and appropriate

learning programmes that wi l l lead to employment in their area.

Local Authority ACE Providers

Local Authori t ies have a key role both as a provider of learning and in partnership

with others, including local businesses ( in part through local enterprise

partnerships), Jobcentres, the voluntary and community sector, and the educat ion

and training sector.

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Local Authori t ies are by far the largest group of providers of Adult Community

Education, with around 140 of them receiving Adult Education Budget (AEB)

funding. They provide the ful l range of community educat ion as l isted above and

are pivotal to many local place-based init iat ives. In many towns they also provide

educat ion opportunit ies for 16-19-year-olds and a range of apprent iceship

programmes. They work in partnership and are often the conduit for small

special ist community providers to access public funds for their courses. They use a

hub and spoke model with a learning centre in the main town or ci ty and outreach

faci l i t ies in the areas that need support.

Institutes for Adult Learning

The Insti tutes for Adult Learning (the IALs) are nine long established community

adult learning organisations who support over 130,000 adult learners (aged 19+)

every year.

At the heart of their of fer is equal access to educat ion and learning at every stage

of l i fe. They provide a wide curriculum, offering a choice of entry points for people

of many dif ferent backgrounds and interests.

Students include a high proportion of people from disadvantaged communit ies who

often come to courses with few or no qual if icat ions, as a means of building their

conf idence to learn, perhaps with the intention of going on to further study for a

qual if icat ion or to seek work.

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Third Sector ACE Providers

As wel l as the l ist of ACE provision l isted, third sector providers offer a wide range

of programmes, often f i l l ing a gap or working with specif ic cl ient groups.

They can also provide academic and special ist courses and deliver special ised

training to disadvantaged learners.

 

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Ways of Learning

FE education and training can take place in a range of sett ings. This section

out l ines two approaches to learning that are prominent in the FE sector: Work-

based Learning and onl ine and blended learning.

Work-based Learning (WBL)

WBL is an approach to learning that entai ls working whilst gaining a qual if icat ion in

a given area. WBL provides genuine work experience, al lowing learners to apply

academic and pract ical ski l ls and develop ski l ls for employment.

WBL can be delivered by any of the f ive types of provider outl ined above (col leges,

ITPs, LA providers, employer providers or third sector providers). ITPs are the

most common type of provider.

WBL covers a range of di fferent programmes including apprenticeships, Nat ional

Vocat ional Quali f ications (NVQs) and other professional vocat ional qual if icat ions

(Part Two covers these in more detai l ).

A wide range of training opportunit ies are avai lable. Some examples of subjects

that can be studied via WBL include:

► Business administrat ion

► Customer service

► Engineering

► Hairdressing

► Health and social care

► Hospital i ty Information and Communication Technology (ICT)

► Leisure

► Management

► Retai l

► Travel and tourism

 

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Online and Blended Learning

Online learning refers to the process of learning using the internet. I t may involve

onl ine interact ion with tutors and other learners via online lectures, ‘webinars’ or

chat forums. Many providers now offer online courses as an alternat ive to

tradit ional face-to-face teaching.

Blended learning is an approach to education that combines face-to-face learning

with computer technology. For example, learners may be required to complete an

onl ine act ivity prior to a class or training session.

Both online learning and blended learning involve a greater degree of f lexibi l i ty

than tradit ional approaches to teaching, enabl ing learners to study at a t ime and

place that suits them.

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Part 2: Qualifications

People take quali f ications at di fferent stages of their l ives and for a wide variety of

reasons. There is a large number of qualif ications on offer in the FE sector and the

choice can seem quite overwhelming!

This sect ion aims to help you get to grips with the options available. It begins by

introducing quali f icat ion levels and giving an overview of study programmes,

apprent iceships and traineeships. Fol lowing this, many of the di fferent types of

qual if icat ion on offer in the FE sector are outl ined. The sect ion ends by out l ining

routes into FE teaching.

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Qualification Levels

All regulated 2 quali f ications in England are assigned a level ranging from Entry

Level up to Level 8. The higher the level, the more complex and challenging the

qual if icat ion is. Some qual if icat ions, such as GCSEs, span more than one level.

► ‘Entry Level’ is divided into three sub-levels (Entry Level 1, 2, and 3). This

level of study offers a basic introduction to a subject area and may be the

best option for those with no formal quali f icat ions.

► Level 1 qualif ications are more advanced than Entry Level and are equivalent

to GCSE grades D-G or 3-1.

► Level 2 qualif ications provide a more in-depth understanding of a subject and

are equivalent to GCSE grades A*-C or 9-4.

► Level 3 qualif ications offer more special ised, advanced learning and are

equivalent to A Levels. This level is usually required for entry to universi ty or

certain job roles.

► Level 4 and above is referred to as ‘higher education’ (HE). Many FE

providers now offer HE courses.

Quali f ications at the same level can vary great ly in their content and purpose. The

diagram on the next page shows many of the dif ferent regulated qualif ications that

are available in the FE sector and at what levels they can be studied.

Ofqual maintains a register that provides further detai l on each quali f icat ion:

https://register.ofqual.gov.uk

 

2 In England, regulated qual if icat ions are developed and owned by awarding organisations that are recognised by Ofqual. Regulated qual if icat ions include GCSEs, A levels, apprent iceship End-Point Assessments, and a range of technical and vocat ional qual if icat ions; from Entry Level to Level 8. Degrees offered by universi t ies and colleges (including integrated degree apprent iceships) are regulated by the Off ice for Students (OfS).

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Apprenticeships and Qualifications in the FE Sector

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Study Programmes

All 16 to 19-year-old learners are now required to work towards a personalised

study programme consist ing of:

► Main qualification: This can be either academic or vocat ional.

► Work experience: This can take various forms such as work placements,

part icipation in social action or volunteering.

► English and maths: Learners who don’t have a grade C / 4 or above in ei ther

GCSE English or GCSE Maths (or equivalent) wi l l cont inue these subjects as

part of their study programme.

► Non-qualif ication activity: These are act ivi t ies to develop conf idence and/or

l i fe ski l ls. This may involve part icipating in group work, tutorials or seminars.

► Progression support: Support to achieve future goals wil l be provided,

whether cont inuing in education or seeking employment.

Every study programme has a core aim: either the study of a part icular

qual if icat ion(s) or preparat ion for employment.

Study programmes are designed to be ful l- t ime. However, part-t ime study

programmes may be agreed in certain circumstances.

Al l learners, including those with SEND, wil l be supported to develop a study

programme that is sui ted to their individual needs.  

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Apprenticeships

An apprent iceship is a job with training to industry standards and is a form of

Work-based Learning. It involves working a minimum of 30 hours per week whilst

receiving a formal programme of ‘off-the-job’ training (making up around 20 percent

of the t ime). Apprent iceships can take one to four years to complete depending on

the level. They are a great opportunity to gain job-specif ic ski l ls whi lst earning

money and working alongside experienced staff in a chosen f ield.

Off-the-job training is usually provided by an external organisat ion such as a

college or ITP, although some employers provide their own. Training is completed

either via a weekly study day (day release) or in blocks of t ime. Training may take

place in a classroom, online, or a combinat ion of both. Training providers work

closely with employers to create a detai led training plan and provide regular

progress reviews as wel l as ongoing mentoring and support.

There are more than 100 apprenticeship types avai lable spanning Levels 2-7. Entry

requirements vary. Learners can begin at Level 2 and progress from one level to

another or start at a level sui ted to their abil i ty and any qualif ications they may

hold already.

It is important to note that an apprent iceship is a programme of study and work

rather than a quali f ication in i tself ; i t may entai l working towards a range of

vocat ional qual if icat ions such as an award, cert i f icate, diploma or NVQ (these are

out l ined in the sect ion on vocational qualif ications) 3 . For more information on

apprent iceships:

► gov.uk/apply-apprenticeship

► apprent iceships.gov.uk

3 Apprent iceships are current ly changing from frameworks, which are qual if icat ion-led, to employer- led standards. At present, apprentices are assessed throughout their apprenticeship and have to obtain a number of qual if icat ions usually related to specif ic units. In the new standards, apprentices are assessed via an end-point assessment which takes place at the end of an apprenticeship.

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Traineeships

A traineeship is not a qual if icat ion, but an education and training programme

designed to help unemployed young people (aged 16 to 24) to move on to an

apprent iceship or job. They are suited to those with l i t t le work experience who are

qual if ied below Level 3.

It consists of three main parts: a work placement, work preparat ion training and

Engl ish and maths i f required. Traineeships are unpaid, but employers can cover

travel and expenses. They can last up to six months.

For more information on traineeships: gov.uk/f ind-traineeship

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Supported Internships

Supported internships are a type of study programme for young people (aged 16 to

24) with Special Educational Needs and Disabil i t ies (SEND).

Supported internships are unpaid and last for at least six months, with most

learning taking place in the workplace. Interns are provided with more intensive

support than would be avai lable under a traineeship or apprenticeship. There are

no entry requirements other than commitment, enthusiasm and a desire to work.

Those that don’t yet have GCSE grade C/4 or above (or funct ional ski l ls

equivalent), wi l l continue studying these subjects alongside their internship.

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Vocational Qualifications

Sometimes referred to as ‘professional’ or ‘ technical ’ qual if icat ions, vocat ional

qual if icat ions provide learners with ski l ls, knowledge and understanding related to

a part icular industry or area of employment. Learning tends to be more pract ical

and job-focused than with academic quali f ications. Studying a vocat ional

qual if icat ion can support progression into work, further, or higher education.

Al l of the quali f ications mentioned in this sect ion are available to young people

over the age of 16 as well as adult learners. Entry requirements vary greatly

depending on the level of study, the provider and the part icular course of interest;

specif ic detai ls can usually be found on the provider’s website.

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Examples of vocat ional subjects include:

► Appl ied science

► Art and design

► Business

► Business administrat ion

► Childcare

► Construct ion

► Customer service

► Engineering

► Hairdressing

► Health and social care

► Hospital i ty

► Management

► Performing arts

► Retai l

► Sports science

► Travel and tourism

Awards, Certificates and Diplomas

Awards, cert i f icates and diplomas tend to be job-related (there are some

except ions to this) and are designed to develop knowledge, understanding and

practical ski l ls for employment. Teaching is mainly classroom-based, al though

many courses include a work placement.

Studying towards one of these quali f ications can help to enhance an individual’s

career prospects. On complet ion, many people move straight into work or choose

to study at a higher level at col lege or universi ty.

Awards can be studied at any level. They are more concise than cert i f icates and

diplomas of the same level. On complet ion of an award learners may have the

opt ion to continue studying towards a cert i f icate or a diploma, or to study at a

higher level.

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Certif icates involve more in-depth study of a topic than awards of the same level.

They provide a broad base of knowledge and ski l ls. They can also be studied at

any level. On complet ion of a cert i f icate learners may have the option to cont inue

studying towards a diploma, or to study at a higher level.

Diplomas are the most comprehensive of the three. They offer an extensive

programme of study, al lowing learners to learn more about a subject than awards

and cert i f icates of the same level. They can also be studied at any level.

Al l three may be taken as stand-alone courses, alongside other (academic or

vocat ional) quali f ications, or as part of a wider programme such as an

apprent iceship.

There is a vast range of di fferent awards, cert i f icates and diplomas covering many

subjects and vocat ional areas. Courses usually take one or two years to complete

(longer i f studying part- t ime).  

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Higher National Certificates / Diplomas (HNCs / HNDs)4

These are HE qual if icat ions designed to provide learners with special ist ski l ls

relevant to their chosen career. HNC and HND courses often cover the same

subjects but in dif ferent levels of depth.

An HNC is a Level 4 qual if icat ion. It is equivalent to the f irst year of a bachelor’s

degree. I t takes one year of ful l- t ime study to complete ( longer i f studying part-

t ime).

An HND is a Level 5 qual if icat ion. It is equivalent to two-thirds of a bachelor’s

degree. I t takes two years of ful l- t ime study to complete (longer i f studying part-

t ime).

HNCs and HNDs can lead direct ly to a career. Al ternatively, learners may opt for

further study. An HNC can be topped up to an HND by studying for a further year.

An HND can be converted to a ful l bachelor’s degree (Level 6) via a top up course.

Teaching tends to be classroom-based but with a greater focus on practical

learning than is the case with academic quali f ications. Learners may be required to

complete a work placement. Assessment usual ly takes place through a combination

of assignments, projects and practical tasks.4 These qual if icat ions are l ikely to be reformed fol lowing a government consultat ion in 2019, the aim being to increase quali ty, promote take-up by learners, and ensure that they are recognised by employers.

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Certain qual if icat ions (Level 3 or higher) are required in order to study for an HNC

or HND.

Other Certificates and Diplomas

There are other types of cert i f icate and diploma on offer.

Some choose to study a national cert i f icate or diploma (Level 2-3), or a graduate /

postgraduate cert i f icate or diploma (Level 6/7). Al l entai l pract ical study and

provide hands-on experience in a chosen f ield. As a general rule, a diploma entai ls

more in-depth study than a cert i f icate of the same level. On complet ion learners

may choose to go straight into work or study at a higher level. The table on page

19 shows the level of study for each quali f ication.

Technical Certificates

A technical cert i f icate is a Level 2 qual if icat ion that prepares learners for a job in a

specif ic industry such as construct ion, social care or hairdressing. Technical

cert i f icates also support progression to tech levels.

Technical Levels (Tech Levels)

A tech level 5 is a Level 3 quali f ication that al lows learners to develop the special ist

knowledge and ski l ls needed for a specif ic industry or part icular job such as

engineering, IT or accounting. During the course of study learners part icipate in

meaningful activity with employers such as work placements or projects. Tech

levels can lead to ski l led employment or further technical study.

5 These qual if icat ions won’t usually have ‘Tech Level ’ in their t i t le. They are usually known by their brand names such as BTECs or Cambridge Technicals. (See page 35 and 36).

34

Applied Generals

An Applied General 6 is a Level 3 quali f ication designed to equip learners with

transferable knowledge and ski l ls. The quali f ication focuses on a vocat ional area

rather than a single occupation, for example appl ied science, business or sport .

Upon completion of an Applied General quali f ication, learners can progress to

higher education, complete a higher apprenticeship, or start work.

Branded vocational qualifications

Awards, cert i f icates, diplomas, tech levels and Applied Generals are offered by a

range of di fferent ‘awarding bodies’. The awarding body is the organisation that

designs the qual if icat ion. Some awarding bodies offer branded quali f icat ions. For

example, you may have heard of a ‘BTEC’ diploma or a ‘Cambridge Technical’

cert i f icate.

Sometimes courses are referred to by the name of the brand or awarding body and

the level of study without the word ‘award’, ‘cert i f icate’ or ‘diploma’ being used at

al l . This can be confusing! The important thing to remember is that these are just

brand names for the di fferent types of qual if icat ion outl ined in this guide. Below are

some examples.

BTECs

BTEC (standing for Business and Technology Education Counci l) is one of the most

prominent quali f icat ion brands in England. There is a range of dif ferent BTEC

qual if icat ions. These include:

► BTEC Firsts: Level 2 qual if icat ions, equivalent to GCSEs.

► BTEC Nationals: Level 3 qualif ications, equivalent to A Levels.

► BTEC Apprenticeships: available at Levels 2 to 5

BTECs are made up of units. Assessment is through assignments, set tasks and/or

tests. BTECs are available in many di fferent subjects, across a range of sectors.

They can be taken alongside, or instead of, A Levels. They are recognised by both

employers and universi t ies.

6 These qualif ications won’t usual ly have ‘Applied General’ in their t i t le. They are usual ly known by their brand names such as BTECs or Cambridge Technicals. (See page 35 and 36).

35

For more information on BTECs:

qual if icat ions.pearson.com/en/about-us/quali f ication-brands/btec.html

Cambridge Nationals and Cambridge Technicals

Both of these qual if icat ions adopt a practical approach to learning and assessment.

There is a wide range of subjects to choose from.

► Cambridge Nationals: Level 1 - 2 qualif ications, equivalent to GCSEs

► Cambridge Technicals: Level 2 - 3 qual if icat ions, equivalent to A Levels.

Both qual if icat ions are made up of units, al lowing learners to special ise in

whichever subject areas are of greatest interest to them.

For more information on Cambridge Nationals and Cambridge Technicals:

ocr.org.uk/quali f icat ions

T Levels

A new suite of two-year technical courses, known as T Levels, are due to be

introduced in 2020. T Levels have been developed alongside employers and

businesses so that the content meets the needs of industry and prepares learners

for work. They wil l be available in 25 employment areas including accounting,

agricul ture, construct ion, engineering and IT.

T Levels wi l l of fer a mixture of classroom learning and ‘on-the-job’ experience

during an industry placement of at least 315 hours (approximately 45 days). A

technical quali f icat ion at Level 3 wil l be taken during the course. A T Level wil l be

equivalent to three A Levels.

T Levels wi l l be based on the same standards as apprent iceships, designed by

employers and approved by the Inst itute for Apprenticeships and Technical

Education.

For more information on T Levels: gov.uk/government/publ icat ions/introduction-of-

t- levels

36

National Vocational Qualifications (NVQs)

NVQs are pract ical , work-based quali f ications ranging from Level 1 up to Level 7.

In order to enrol on an NVQ it is necessary to be employed in the f ield of study.

NVQ learners are assessed in relat ion to their abi l i ty to meet certain work-related

tasks cal led ‘competencies’ . Assessment takes place through observat ion; an

assessor watches learners work and determines whether they can do the task in

quest ion. A portfol io of work is also required.

NVQs are f lexible. There is no t ime l imit to complete an NVQ but i t usually takes

around a year to complete an NVQ at Levels 1 and 2. Level 3 and above may take

longer.

NVQs can be based in a college, school, or workplace. Training can also take place

via onl ine or blended learning (see page 16).

NVQs cover a wide range of subjects. There are no age l imits and no special entry

requirements. Learners can start at a level that sui ts them.

An NVQ can be a great way to evidence professional ski l ls to employers. On

complet ion of an NVQ learners may choose to progress to the next level of study.

Completing an NVQ Level 3 also opens up the possibi l i ty of studying a higher

educat ion course such as an HNC or HND.

Foundation Degrees

A foundation degree offers a combinat ion of workplace learning and academic

study. It is a Level 5 qual if icat ion, equivalent to an HND or two thirds of a

bachelor’s degree. Complet ing a foundation degree usually takes two years, longer

i f studying part- t ime. A foundation degree can be converted to a ful l bachelor’s

degree (Level 6) via a top up course.

There are no set entry requirements; company training and relevant work

experience are taken into consideration as well as formal quali f ications. They are

often chosen by learners who want to work and study at the same t ime.

37

Postgraduate Certificate of Education (PGCE)

A PGCE is a teacher training programme. I t is the same level as a master’s degree

(Level 7). I t is one of several routes into a career in teaching. It is a challenging,

intense course which takes nine months of ful l -t ime study, longer i f studying part-

t ime.

Teaching tends to be classroom-based; learners also complete a work placement.

Entry requirements vary, but previous Level 6 qual if icat ions are required as a

minimum. In order to teach in a secondary school i t is usual ly necessary to have an

undergraduate degree in the given subject.

NB. A Postgraduate Certi f icate of Educat ion is dif ferent to a Professional Graduate

Cert i f icate of Education, which is a Level 6 qual if icat ion for those wishing to teach

in FE sector (see page 36).

38

Academic qualifications

While vocational quali f ications tend to focus on the development of specif ic, work-

related ski l ls, academic quali f icat ions focus more on developing knowledge and

understanding in a part icular subject area.

Examples of academic subjects include:

► Biology

► Chemistry

► Economics

► Engl ish language

► Engl ish l i terature

► Geography

► History

► Maths

► Modern foreign languages (e.g. French, German, Spanish)

► Physics

► Psychology

► Sociology

39

► Religious studies

Academic courses from Level 1-3 usual ly involve study across a range of dif ferent

subjects whereas study at Level 4-8 usually involves special ising in a part icular

subject area. As well as leading on to further academic study, academic

qual if icat ions can lead to higher level vocat ional qual if icat ions or direct ly to

employment (some professions require specif ic academic quali f icat ions).

Completing an academic qual if icat ion enables learners to develop valuable

transferable ski l ls so can be a good opt ion for those who are undecided about what

to do career-wise.

Entry requirements vary great ly depending on the level of study, the provider and

the part icular course of interest; specif ic detai ls can usually be found on the

provider’s website.

Functional Skills

Funct ional ski l ls qual if icat ions test an individual’s ski l ls in English, maths and ICT 7 .

There are f ive levels (from Entry Level 1 through to Level 2). Sometimes they form

part of a study programme for those needing to develop ski l ls in these areas.

English for Speakers of Other Languages (ESOL)

ESOL qual if icat ions are avai lable to help those whose f irst language is not English

to develop and improve their Engl ish. They can be taken from Entry Level 1 to

Level 3, depending on abi l i ty, and are often used to demonstrate competence for

cit izenship, as well as for study visas and residency.

GCSEs

GCSE stands for General Certi f icate of Secondary Educat ion. These are subject-

based qualif ications taken by most people in England at the end of Year 11 as wel l

as by many adult learners. There are no formal entry requirements for GCSEs.

GCSEs are Level 1-2 qual if icat ions (depending on what grade is achieved) and are

usual ly studied ful l t ime, taking two years to complete. They are assessed by

exams, coursework, or a combinat ion of both.

7 Functional ski l ls in ICT are being reformed for 2021 and wil l be replaced with Digital Funct ional Ski l ls qualif ications.

40

With a large number of subjects available, GCSEs provide a solid foundation for

further academic and vocat ional study; a grade C / 4 in Engl ish and maths is a

prerequisi te for many jobs and courses. GCSEs are also widely recognised and

valued by employers.

A new grade scale for GCSEs which runs from 9 (the highest) to 1 (the lowest) was

introduced between 2017 and 2019. The table shows how this scale compares with

the previous system.

(Department for Educat ion, 2018)

For more information on the new GCSE grading system see:

gov.uk/government/publ icat ions/gcse-new-grading-scale-factsheets

Ofqual have also produced a guide for employers:

gov.uk/government/publ icat ions/gcse-grades-9-to-1-an-employers-guide

41

A Levels and AS Levels

A Levels and AS Levels are Level 3 academic quali f ications available to adult

learners as wel l as school- leavers. They entai l more in-depth study than GCSEs.

Learners usually study three subjects or more at the same t ime over a two-year

period (ful l- t ime). AS Levels are the same diff icul ty as A Levels but are more

concise, they only take one year of ful l -t ime study to complete and can be taken

alongside other quali f icat ions.

A Levels and AS Levels are available in a wide range of subjects and are assessed

by exams, coursework, or a combinat ion of both. Successful completion opens up

the possibi l i ty of higher educat ion (HE) study at college, university or online. A and

AS levels are also recognised and valued by many employers. In 2017, they were

reformed with updated content and revised assessments designed to better prepare

learners for further study or work.

42

International Baccalaureate (IB) Diplomas

This internat ionally recognised Level 3 diploma programme is offered by some

providers as an alternative to A Levels. It is a programme aimed at learners aged

16-19 who want to study at HE level and is made up of several parts, including

ski l ls-based components.

An IB diploma involves a wider range of study than A Levels. Learners study six

subjects over a two-year period (ful l- t ime). IB diplomas are recognised by many

employers.

For more information on IB diplomas: ibo.org/programmes/diploma-programme

Cambridge Pre-Us

The Cambridge Pre-U is a Level 3 academic qual if icat ion designed to prepare

learners aged 16-19 for higher educat ion. The course can ei ther result in a

cert i f icate or a diploma. It is offered by some providers as an alternative to A

Levels. It can also be taken alongside other quali f ications.

43

There are 24 principal subjects available. Up to four subjects can be studied at the

same t ime over a two-year period. Assessment is by exam at the end of the course.

As wel l as leading on to higher educat ion, Cambridge Pre-Us are recognised by

employers around the world.

For more information on Cambridge Pre-Us:

cambridgeinternational.org/programmes-and-qualif ications

Access to Higher Education Diplomas

This Level 3 course prepares mature learners (aged 19+) for HE level study (such

as a bachelor’s degree or HNC). Access courses take a year of fu l l- t ime study to

complete. They are avai lable in a range of subjects and are often taken by people

who have been out of educat ion for a whi le.

Each course has specif ic entry requirements. ‘Pre-access’ courses are also

avai lable for those that don’t meet the entry requirements.

For more information on access courses: accesstohe.ac.uk

Certificates / Diplomas of Higher Education (CertHE / DipHE)

A Cert i f icate of Higher Educat ion (CertHE) is the academic equivalent of an HNC,

whereas a Diploma of Higher Education (DipHE) is the academic equivalent of an

HND.

A CertHE is a Level 4 qual if icat ion, equivalent to the f i rst year of a bachelor’s

degree. I t takes one year of ful l- t ime study to complete ( longer i f studying part-

t ime).

A DipHE is a Level 5 qualif ication, equivalent to two-thirds of a bachelor’s degree.

It takes two years of ful l- t ime study to complete ( longer i f studying part-t ime.)

The teaching is at the same level as a bachelor’s degree but the courses are

shorter. I f learners withdraw early from a bachelor’s degree they may be awarded a

CertHE or DipHE. They can also be taken as stand-alone courses.

44

Bachelor’s Degrees

Commonly referred to as an ‘undergraduate degree’ or simply as a ‘degree’, a

bachelor’s degree is a Level 6 academic qualif ication.

Many people associate studying for a degree with going to universi ty, but many FE

colleges now offer bachelor’s degrees as wel l. There are a wide range of subjects

avai lable.

A bachelor’s degree usual ly takes three years of ful l- t ime study to complete, longer

i f studying part- t ime or i f the course includes a year abroad or a work placement.

There are di fferent types of bachelor’s degree, the most common being a ‘Bachelor

of Arts’ (BA) or ‘Bachelor of Science’ (BSc). Degrees can be completed with or

without ‘honours’ (Hons); a degree with honours entai ls a substantial project or

dissertat ion in the f inal year.

People of any age can study a bachelor’s degree, as long as the entry

requirements are met; previous Level 3 qualif ications are required as a minimum.

Having a degree can help learners to progress in their careers or go on to higher

level study. Because i t is subject-based, a degree tends to be more versati le than

a vocational quali f ication.

Master’s Degrees

A master’s degree is a Level 7 qualif ication – this is a high level of academic study

al lowing special isation in a given subject area. They can be ei ther taught or

research-based. A taught master’s usual ly entai ls studying a range of ‘modules’

and complet ing a dissertat ion.

45

Many people associate studying for a degree with going to universi ty, but many FE

colleges now offer master’s degrees as well. As with bachelor’s degrees there are

dif ferent types, such as a ‘Master of Arts’ (MA) or ‘Master of Science’ (MSc).

Master’s courses usual ly take one to two years to complete ( longer i f studying part-

t ime).

A master’s can enhance career prospects as well as opening up the possibi l i ty of

studying a PhD, the highest level of academic study possible (Level 8).

Master’s courses are fast-paced and require intense study. Entry requirements

vary, but previous Level 6 qual if icat ions are l ikely to be required.

46

Routes into FE teaching

Teaching in the FE sector can be a versat i le and rewarding career, present ing

opportunit ies to work in a range of dif ferent roles and working environments. FE

teachers may deliver lectures or classroom lessons, tutor small groups, offer

practical workplace training and/or provide one-to-one mentoring.

There are several routes into FE teaching. A minimum of a Level 3 qual if icat ion in

the given subject area is required as wel l as a teaching quali f icat ion relevant to the

level of responsibi l i ty of the role. Employers can set their own entry requirements.

A range of di fferent teaching quali f icat ions are available:

► Level 3 Award in Educat ion and Training

► Level 4 Cert i f icate in Education and Training

► Level 5 Diploma in Educat ion and Training (The ful l teaching quali f ication for

the sector)

► Level 5 Diploma in Educat ion and Training including a special ist pathway

► Level 5 integrated special ist diplomas

► Level 5 standalone special ist diplomas

A Professional Graduate Cert i f icate in Education is a Level 6 quali f icat ion (similar

to a Postgraduate Cert i f icate in Education) specif ical ly for people wishing to teach

in the FE sector.

For more information on the above qualif ications and routes into FE teaching:

feadvice.org.uk/i-want-work-fe-ski l ls-sector

 

47

Useful Websites

Association of Collegesaoc.co.uk

Access to Higher Educationaccesstohe.ac.uk

Education and Training Foundationet-foundation.co.uk

HOLEXholex.org.uk

National Apprenticeship Serviceapprent iceships.org.uk

National Careers Service

nat ionalcareers.service.gov.uk

National Land Based College (NLBC)nlbc.uk

Natspecnatspec.org.uk

Ofqual Registerregister.ofqual.gov.uk

UCAS Qualification Information Profi lesqips.ucas.com

 

48

References

Association of Colleges (2017) College: Key Facts . Avai lable at:

ht tps://www.aoc.co.uk/si tes/default/ f i les/Key Facts 2017-18_1.pdf .

Association of Colleges (2018) Key Further Education Statistics . Avai lable at:

ht tps://www.aoc.co.uk/about-col leges/research-and-stats/key-further-educat ion-

statist ics (Accessed: 10 August 2018).

Department for Educat ion (2017) Post-16 technical education reforms: T level action plan. Available at:

ht tps://assets.publishing.service.gov.uk/government/uploads/system/uploads/

attachment_data/f i le/650969/T_level_Action_Plan.pdf .

Department for Educat ion (2018) GCSE factsheet for parents .

Gov.UK (no date) What qualif ication levels mean - GOV.UK . Avai lable at:

ht tps://www.gov.uk/what-dif ferent-qual if icat ion-levels-mean (Accessed: 16 August

2018).

Hupkau, C. and Ventura, G. (2017) Further Education in England: Learners and Institutions . Avai lable at: ht tp: //cver. lse.ac.uk/textonly/cver/pubs/cverbrf001.pdf .

Knowles, E. (2017) Guide to qualif ications . Avai lable at:

ht tps://www.prospects.ac.uk/applying-for-university/choosing-a-course/guide-to-

qual if icat ions (Accessed: 18 August 2018).

Preparing for Adulthood (2018) Routes into Work Guide . Avai lable at:

ht tps://www.preparingforadulthood.org.uk/SiteAssets/Downloads/babe3dpt6365290

21741981638.pdf .

UCAS (2017) International Baccalaureate (IB) Diploma | UCAS Qualification Information Profi les . Avai lable at: ht tps://qips.ucas.com/qip/ internat ional-

baccalaureate-ib-diploma (Accessed: 20 August 2018).

49

UCAS (2018a) How To Become A Further education lecturer | Explore Jobs | UCAS , 2018 . Avai lable at: ht tps://www.ucas.com/ucas/after-gcses/f ind-career-

ideas/explore-jobs/ job-prof i le/ further-educat ion-lecturer (Accessed: 21 September

2018).

UCAS (2018b) NCFE Applied Generals (reformed) | UCAS Qualification Information Profi les . Avai lable at: ht tps://qips.ucas.com/qip/ncfe-appl ied-

generals-reformed (Accessed: 18 August 2018).

UCAS (2018c) NVQs - f ind out more . Avai lable at: ht tps://www.ucas.com/further-

educat ion/post-16-qual if icat ions/quali f ications-you-can-take/nvqs (Accessed: 19

August 2018).

UCAS (no date) UCAS’ guide to apprenticeships . Avai lable at:

ht tps://www.ucas.com/f i le/128711/download?token=CerRViTx .

UCAS (2019) NCFE CACHE Tech levels (reformed) | UCAS Qualification Information Profi les . Avai lable at: ht tps://qips.ucas.com/qip/ncfe-cache-tech-

levels-reformed (Accessed: 15 December 2019).

UCU (2016) Adult and community education Policy briefing Background: what is adult and community education? , (January), pp. 1–6.

50

Thank you

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