Official Statistics

Background Information for: Perceptions of Vocational and Technical Qualifications in England – wave 5

Published 7 July 2022

Applies to England

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Introduction

Background

This document accompanies the findings of wave 5 of the perceptions of vocational and technical qualifications survey and should be read alongside the report. This project was commissioned by Ofqual and managed by YouGov. The design template for charts used in the report was provided by Ofqual.

This project was undertaken over winter 2021 to 2022, with fieldwork being undertaken between 21 December 2021 to 14 February 2022.

Context

Ofqual is the independent regulator of general and vocational qualifications in England, and is responsible for regulating around 180 awarding organisations who between them provide over 15,000 live qualifications for learners (see details of all the qualifications regulated by Ofqual). Ofqual’s responsibilities include making sure that:

  • regulated qualifications reliably indicate the knowledge, skills and understanding students have demonstrated

  • assessments and exams show what a student has achieved

  • people have confidence in the qualifications they regulate, and

  • students and teachers have information on the full range of these qualifications

Ofqual regulates general qualifications such as GCSEs, AS levels and A levels, but also a wide range of other qualifications and assessments, including Functional Skills qualifications (FSQs) and currently around 300 apprenticeship end-point assessments (EPAs), where it acts as an External Quality Assurance provider. External Quality Assurance (EQA) monitors the EPA that apprentices undertake at the end of their apprenticeship, to ensure that it is fair, consistent and robust across different apprenticeship standards and between different assessment organisations. The Institute for Apprenticeships and Technical Education oversees EQA delivery and is also responsible for managing the development and approval of T Levels), alongside a wide range of other vocational and technical qualifications (VTQs).

Ofqual collects and uses insight on perceptions of qualifications and the qualifications system from the range of stakeholders – including learners, teachers, and employers - that take, work with and use qualifications. This research focussed on vocational and technical qualifications and assessments.

Ofqual has continued to annually assess employers’, learners’ and providers’ perceptions of FSQs, EPAs and other VTQs since wave 1 (2018). Ofqual has an interest in stakeholder views both from the perspective of a regulator of those qualifications, some of which are currently subject to reform, and as an External Quality Assurance provider. The aim of this project was to understand how stakeholders (employers, learners and providers) view and use these qualifications and assessments.

The first part of the survey consisted of a section focussed on perceptions of Vocational Qualifications generally. The second part of the survey asked about VTQs, FSQs and T Levels, followed by EPAs. The survey was routed dependent on survey respondent’s responses. For example, learners were only asked questions about perceptions of the qualification type which they were taking. In this wave, the survey was expanded to collect data on understanding of T Levels.

2020 to 2021

The outbreak of the coronavirus (COVID-19) pandemic, and the resulting measures applied across England from March 2020, has had a multitude of impacts on the education sector. For significant parts of 2020 and 2021, schools and colleges in England were closed and there was a shift to remote and online learning for almost all students. Given the unusual and unprecedented circumstances of those years, formal assessments and exams for vocational and technical qualifications did not take place; likewise this was the case for GCSEs, AS and A Levels. The regulatory framework for the assessment and awarding of vocational and technical qualifications was set out in the Extraordinary Regulatory Framework (ERF) and the Extended Extraordinary Framework (EERF) for 2020 and the Vocational Contingency Regulatory Framework (VCRF) for 2021, each developed by Ofqual at different points in time.

In January 2021, the government announced that examinations and other formal assessments in schools and colleges would not take place in summer 2021, due to the ongoing COVID-19 pandemic. Following this, Ofqual consulted on and published the vocational and technical qualifications Contingency Regulatory Framework (VCRF) on 24 March 2021. In addition to permitting adaptations, in line with government policy, the VCRF permitted awarding organisations to issue results based on Teacher Assessed Grades at either qualification or unit level. This was made possible by the VCRF for qualifications used for progression to higher or further study, or into employment for students expecting to sit assessments between 1 August 2020 and 31 August 2021.

Given the uniqueness of 2020 and 2021, Ofqual’s wave 4 and 5 surveys included a 2020 or 2021 specific section to gauge perceptions of vocational and technical qualifications based solely on that year. Where the original perceptions questions were asked upfront in the survey, respondents were asked to think about each of these qualifications generally and were informed that a 2020 or 2021 section would follow later in the survey. These modifications were made so that we could track key measures over time despite those exceptional years.

The fieldwork for the 2021-22 survey was conducted over winter, when there were many staff shortages in schools and colleges as a result of the coronavirus (COVID-19) pandemic. This resulted in lower engagement with a number of campaigns and initiatives, and it proved harder to reach those working at various types of training providers. A sample of 539 training providers was reached (higher than the previous year) though there was a much higher response rate from FE colleges, and a lower response rate from Independent Training Providers (ITPs) than in previous years. The data is weighted (as previously) to adjust for this and to ensure comparability with previous waves.

Project objectives

The objectives of the project were to investigate training providers’, learners’ and employers’:

  1. Overall perceptions of vocational and technical qualifications (VTQs), Functional Skills qualifications and end-point assessments of Apprenticeships; and

  2. Perceptions of a number of topical aspects of the qualifications system for vocational and technical qualifications.

Geographical coverage

Ofqual regulates general and vocational qualifications in England. The focus of this project was to gain the perceptions of training providers, learners and employers in England. Samples of these groups were drawn from England.

User feedback

Ofqual welcomes your comments or suggestions on this version of the Perceptions Survey and how to improve future versions. Please write to Ofqual at data.analytics@ofqual.gov.uk.

Method and guidance

Overview of method

Wave 5 of the perceptions of vocational and technical qualifications survey was carried out by YouGov, on behalf of Ofqual. The survey was conducted online using YouGov’s proprietary survey system. The fieldwork was conducted between 21 December 2021 and 14 February 2022.

Sampling

The sampling of participants was designed with a view to achieving respondent samples that were representative of the wider population. Full details of this sampling procedure and its effectiveness are provided in Appendix A.

The final achieved sample for each of the target groups was as follows:

  • 539 education professionals (referred to throughout this report as training providers) who work for an establishment that offers vocational or technical qualifications

  • 533 people (referred to throughout this report as learners) who are currently taking or have taken in the last three years a Functional Skills qualification, vocational or technical qualification, or non-degree Apprenticeship

  • 2,002 senior managers or directors and above (referred to throughout this report as employers) who have HR decision-making involvement or influence in their organisation

The final achieved samples were structured to be representative of the relevant target populations. We therefore conclude that, based upon the sampling procedures, the samples delivered for training providers, learners and employers were of high quality. While the sampling approach has aimed to identify groups of participants that are representative, given that a survey of this kind captures the views only of those involved. Therefore throughout this report, perceptions attributed to sample groups are inferred from those who took part in the survey.

Survey design

The wave 5 survey was designed in collaboration between Ofqual and the YouGov project team. The survey covered themes explored in previous waves of the survey in addition to new content.

A copy of all of the questions included in this wave of the survey is available in Appendix B.

Guidance on analysis

Throughout the report, percentages are rounded to the nearest whole number. Due to rounding, percentages may not always add up to 100%. The report summarises the data for each question using charts. The intention of this report is to summarise the main themes in the data and not produce a full replication of the entire data set collected.

Reported differences are based on statistical significance testing as tested at the 95% confidence level. Whenever a difference between two groups is reported, this refers to a statistically significant difference.

For the charts reporting proportions of ‘Agree’ and ‘Disagree’ responses, ‘Don’t know’ responses are not included in the figure. As such, proportions may not add up to 100%.

Data limitations

Sample effects

It should be recognised that the sampling procedures adopted in waves 3, 4 and 5 differ from the approach taken in the previous waves. For waves 3, 4 and 5, the sample for learners and employers was drawn from the YouGov panel of over 1,000,000 UK adults who have signed up to take part in our surveys. Similarly, for training providers, the sample was drawn from a combination of the YouGov panel and another source. In wave 2, by comparison, each sample was selected from targeted contact databases.

Mode effects

The various modes of data collection have their advantages and disadvantages and differences will be seen in the results of the same or similar questions asked using various modes. These advantages and disadvantages of data collection methods do not mean that one mode is more or less accurate than the other, more that when looking to compare data over time using different modes it needs to be considered that the data may vary.

A key advantage of online research is the neutrality of the interview mode. Independent research has found that respondents modify their answers in the presence of an interviewer, including via telephone. A key finding from a past study conducted by YouGov for Ofqual[1] was that respondents had an increased propensity to provide a more positive response when asked a question by an interviewer over the telephone compared to when individuals answered online in their own time and in private. Online responses can be considered more effective for capturing sensitive data in a way that gives the respondent a greater sense of anonymity.

Time series data

Given the changes made to the sampling approach and mode of data collection for this research since wave 3, when looking to compare results over time it needs to be considered that the data may vary.

YouGov and Ofqual to advise taking caution when interpreting changes over time between waves 3, 4 and 5, and waves 1 and 2 as time series analysis could be unreliable due to the changes in methods.

Glossary

Base size

The number of respondents answering the question.

Sample frame

The way that the sample population is structured before recruiting a sample for the survey is drawn.

Statistically significant

If a result is termed statistically significant, it is unlikely to have occurred at random. The process of determining whether a result is statistically significant is known as significance testing.

Weighting

The process of making some respondents in a survey more or less important than others to accurately reflect their position in the population being surveyed.

Apprenticeship framework

These were developed by sector bodies, primarily focused on qualifications. They were phased out in 2020 and 2021 and replaced by apprenticeship standards. Framework apprenticeships are assessed throughout by completing a unit at a time but there is no endpoint assessment.

Apprenticeship standard

New apprenticeship standards, developed by employers, to show what an apprentice will be doing, and the skills required of them, by job role. Standards are developed by employer groups known as ‘trailblazers’. Standards are occupation-focused rather than qualification-led, with the apprentice being assessed through an end-point assessment. The Institute for Apprenticeships and Technical Education (‘the Institute’), supports employer groups in the development of apprenticeship standards. The Institute is an employer-led organisation focussed on enabling people of all ages and backgrounds have the opportunity to maximise their potential and contribute to improving social mobility and the UK’s productivity.

Awarding organisation

An organisation recognised by the qualifications’ regulators in England, Wales or Northern Ireland to develop, deliver and award qualifications. In England, this includes organisations that are regulated by Ofqual as End Point Assessment Organisations (EPAOs).

End-point assessment of apprenticeship (EPAs)

End-point assessment (EPA) is an independent assessment that takes place at the end of the apprenticeship training. This is to test that the apprentice is competent in their occupation.

Functional Skills qualifications (FSQs)

Functional Skills qualifications are available in English, maths and ICT and are available in levels from Entry 1 to Level 2. Functional Skills assessments test the fundamental, applied skills in these subjects for life, learning and work.

It should be noted that reformed Functional Skills qualifications were introduced for first teaching in September 2019. Legacy qualifications are no longer available.

Vocational & Technical Qualifications (VTQs)

These normally have a vocational focus and include, amongst others, Technical Qualifications and National Vocational Qualifications (NVQs). For this report, this term refers to qualifications other than FSQs, EPAs and T Levels.

Further Education (FE)

Further education (FE) includes any study after secondary education that’s not part of higher education (that is, not taken as part of an undergraduate or graduate degree).

Local Authorities (LAs)

Local Authorities (LAs) are responsible for a range of vital services for people and businesses in defined areas, including social care, schools and adult education.

T Levels

T Levels are new programmes of study which follow GCSEs and are equivalent to 3 A levels. These 2-year courses, which launched for first teaching from September 2020, have been developed in collaboration with employers and businesses. T Levels offer students a mixture of classroom learning, through a compulsory Technical Qualification and English, maths and digital provision, and ‘on-the-job’ experience during an industry placement of at least 315 hours (approximately 45 days). Ofqual is responsible for regulating the Technical Qualification component of the T Level. The Institute also has responsibility for managing the development and approval of T Levels.

Training providers

The scope of the survey sample included providers in the following categories: Further Education (FE); Higher Education (HE); private class-based; private work-based; public sector community based; public sector ‘other’; schools; voluntary sector education.

Appendix A – Technical report

Appendix A outlines the composition of the achieved sampling and additional information on the methods used in wave 5.

Weighting

A table for each sample group is included in this appendix breaking down the achieved unweighted samples by key characteristics. Alongside this, the weighted base and weight factors applied are also shown. The unweighted base shown in the tables details the number of completed surveys before any weighting took place. Comparatively, the weighted base shown details the adjustments that have been made to correct for any sample bias. The largest weight factor demonstrates where the weighting has had a greater impact due to the unweighted base size being lower than what would be expected in a representative sample.

Weighting adjusts the contribution of individual respondents to aggregated figures and is used to make surveyed populations more representative of a project-relevant, and typically larger, population by forcing it to mimic the distribution of that larger population’s significant characteristics, or its size. The weighting tasks happen at the tail end of the data processing phase on cleaned data.

When standard weighting variables are used to reweight the achieved sample back to target profiles, a simple weighting factor is created for each record. This weighting factor is a decimal number, such as 1.0 or 1.2 or 0.5. It is calculated by dividing the target proportion required by the actual proportion from the achieved sample data. The weight factor is used as a multiplier for each respondent during aggregation to determine their weighted contribution.

A weight of 1 occurs when the respondent (and respondents with the same profile) exactly reflect our target (i.e. we have the exactly accurate number of such respondents in our sample); weights of <1 occur when the target has been exceeded, and weights of >1 occur when we have under-achieved the target. This is calculated for each individual respondent, and the largest and smallest weight factors for each sample have been detailed in the tables that follow.

YouGov uses RIM (Random Iterative Method) weighting as its standard approach. RIM weighting is used when there are a number of different standard weights that all need to be applied together. This weighting method calculates weights for each individual respondent from the targets and achieved sample sizes for all of the quota variables. RIM weighting is an iterative process, whereby it recalculates the weights a number of times until the required degree of accuracy is reached. All weights are capped at six, and a weighting report is produced for each project. A summary of weights can be seen in the tables below.

Training provider sample

Sample coverage

The sample was designed to be representative of the establishments that offer vocational or technical qualifications across England.

The scope of the survey sample included providers from the following types of establishments: Sixth form that is part of a school; Sixth form college; Further Education College; Independent Training Provider (ITP); Adult and Community Learning Provider (ACL); Local Authority or Council; Employer Provider; Higher Education Institution; Voluntary and community sector organisation.

Sample frame

The sample of training providers was drawn from two sources.

Education and Skills Funding Agency registered provider database

Mirroring the approach taken for waves 3 and 4, the Education and Skills Funding Agency registered provider database was used as the main sample frame, providing access to c.4,700 providers from which to sample from in wave 5.

This was used as a database to select contacts in establishments to be surveyed. The database contained named establishments with generic email addresses that allowed the survey to be targeted at the establishments that met our criteria.

YouGov Panel

The survey was also conducted using education professionals registered to the YouGov panel, who have consented to participate in surveys with YouGov. A quota sampling approach was used for the sample drawn from the YouGov panel to ensure broad representativeness by establishment type and region.

Sample selection

The sample was selected to ensure the representativeness of the results in line with the VTQ provider population in England. The sample frame was stratified by the following variables:

  • Establishment type

  • English region

Using the Education and Skills Funding Agency registered provider database, all establishments that met the sample criteria were invited to take part in this research. This gave establishments an equal opportunity to take part in the research and for YouGov to deliver a random probability sample.

For the respondents drawn from the YouGov panel, soft quotas were applied to control for establishment type and region. From the available sample frame, identified respondents were invited at random to take part in the survey.

Achieved sample size and weighting

The unweighted achieved sample size and breakdown of the samples by key characteristics is shown in Table 1. Alongside this, the weighted base and weight factors applied are also shown.

The unweighted base shows the number of completed surveys and the weighted base shows the adjustments that have been made to correct for any sample bias. The largest weight factor demonstrates where the weighting has had a greater impact due to the unweighted base being lower than what would be expected in a representative sample.

Table 1: Achieved sample size by establishment type and region

Establishment type Training provider sample - unweighted base Training provider sample - weighted base Training provider sample - smallest weight factor Training provider sample - largest weight factor
Sixth form 145 75 0.47 0.56
FE College 214 70 0.30 0.36
Independent training provider 81 296 3.27 3.94
ACL 20 16 0.69 0.84
LA or council 52 5 0.09 0.11
Employer provider 4 22 5.21 5.71
HEI 10 16 1.45 1.75
Voluntary sector 7 11 1.37 1.65
Other 6 27 4.28 4.72
Region Training provider sample - unweighted base Training provider sample - weighted base Training provider sample - smallest weight factor Training provider sample - largest weight factor
East of England 51 43 0.10 3.58
West and East Midlands 111 97 0.09 5.21
London 69 75 0.10 5.71
North West and North East 125 129 0.11 4.66
South 122 135 0.11 4.72
Yorkshire and Humber 61 59 0.10 5.43

Learner sample

Sample coverage

The sample was designed to be representative of learners who are currently studying or have studied one of the following qualifications in the last three years:

  • Functional skills in English, maths, or ICT

  • Vocational or Technical qualifications (e.g. NVQs, BTECs)

  • Apprenticeship (non-degree)

Sample frame

The sample of learners was drawn from the YouGov panel. Over the last twenty years, YouGov has carefully recruited a panel of over 1,000,000 UK adults to take part in our surveys.

Sample selection

The sample was selected to ensure the representativeness of the results in line with the actual population of people who have recently studied these qualifications in England.

YouGov has a proprietary, automated sampling system that invites respondents based on their profile information and how that aligns with targets for surveys that are currently active. Respondents are automatically, randomly selected based on survey availability and how that matches their profile information.

Achieved sample size and weighting

The unweighted achieved sample size and breakdown of the samples by key characteristics is shown in Table 2. Alongside this, the weighted base and weight factors applied are also shown.

The unweighted base shows the number of completed surveys and the weighted base the adjustments that have been made to correct for any sample bias. The largest weight factor demonstrates where the weighting has had a greater impact due to the unweighted base being lower than what would be expected in a representative sample.

Table 2: Summary of achieved learner sample and weighting scheme

Age Learner sample - unweighted base Learner sample - weighted base Learner sample - smallest weight factor Learner sample - largest weight factor
Under 19 112 132 0.59 1.22
19-24 114 115 0.59 1.08
25+ 307 285 0.59 1.20

Employer sample

Sample coverage

The employer sample was designed to be representative of the English business population by organisation size and sector. The sample definition ensured that only those in senior management roles and above with the ability to answer on behalf of their organisation were eligible to take the survey.

Sample frame

The employer sample was drawn from the YouGov business panel which contains over 9,000 senior decision makers and 8,000 employees with decision making responsibility for HR / personnel within their organisation.

Sample selection

The sample was selected to ensure the representativeness of the results by organisation size and sector in line with the business population in England using data drawn from the Office for National Statistics Business Population Statistics. This was calculated based on the number of organisations within each size/sector category, as opposed to on the percentage of employment within each.

Achieved sample size and weighting

The achieved sample size and breakdown of the employer sample by key characteristics and associated weighting factors are shown in Table 3 below.

The unweighted base shows the number of completed surveys and the weighted base shows the adjustments that have been made to correct for any sample bias. The largest weight factor demonstrates where the weighting has had a greater impact due to the unweighted base being lower than what would be expected in a representative sample.

To ensure a robust sample of employers from large organisations, YouGov collected a disproportionately higher number of responses from medium and large organisations than would exist in a representative sample of the business population. Subsequently, weighting has been applied to correct for this imbalance and produce a sample reflective of the actual business population by organisation size.

Table 3: Summary of achieved employer sample and weighting scheme

Size Employer sample - unweighted base Employer sample - weighted base Employer sample - smallest weight factor Employer sample - largest weight factor
2 to 5 907 1161 0.45 1.30
6 to 9 244 420 0.63 1.83
10 to 19 215 220 0.38 1.11
20 to 49 211 120 0.22 0.64
50 to 99 82 40 0.20 0.58
100 to 249 84 20 0.11 0.32
250+ 259 20 0.04 0.11
Sector Employer sample - unweighted base Employer sample - weighted base Employer sample - smallest weight factor Employer sample - largest weight factor
Private sector 1688 1902 0.11 1.83
Public sector 159 20 0.04 0.63
Third or voluntary sector 155 80 0.06 1.02

Appendix B – Survey

Learners

Perceptions of qualifications

Question 8

In 2020, employers, training providers or colleges paid awarding organisations in the region of £15-£20 per student for each Functional Skills qualification (Source: Ofqual 2020). To what extent do you agree or disagree with the following statement?

  • “Functional Skills qualifications offer value for money”
Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 9

To what extent do you agree or disagree with the following statements about Functional Skills qualifications?

  • I value Functional Skills qualifications

  • People holding Functional Skills qualifications have the appropriate level of skill in English needed by employers

  • People holding Functional Skills qualifications have the appropriate level of skill in maths needed by employers

  • People holding Functional Skills qualifications have the appropriate level of skill in ICT needed by employers

  • The availability of Functional Skills qualifications is sufficiently flexible

  • Functional Skills qualifications are good preparation for further study

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 10

To what extent do you agree or disagree with the following statements about vocational and technical qualifications?

  • I value vocational and technical qualifications

  • The purpose of vocational and technical qualifications is well-understood by employers

  • I understand the purpose of vocational and technical qualifications

  • Vocational and technical qualifications prepare learners well for the workplace

  • The availability of vocational and technical qualifications is sufficiently flexible

  • Vocational and technical qualifications are good preparation for further study

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 11

To what extent do you agree or disagree with the following statements about end-point assessments?

  • I value the end-point assessments of apprenticeship standards

  • I understand the purpose of end-point assessments of apprenticeship standards

  • End-point assessments of apprenticeship standards test the competence and vocational and technical skills needed by employers

  • The availability of end-point assessments of apprenticeship standards is sufficiently flexible

  • Apprenticeships provide the right skills and knowledge needed for my chosen career.

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 120

Which of the following statements describes your understanding of T Levels?

Possible answers

  1. Very good understanding

  2. Quite good understanding

  3. Limited understanding

  4. Not very good understanding

  5. No understanding at all

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 12

To what extent do you agree or disagree with the following statements about T Levels?

  • I value T Levels

  • I understand the purpose of T Levels

  • T Levels test the competence and vocational and technical skills needed by employers

  • The availability of T Levels is sufficiently flexible

  • T Levels are good preparation for work

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 130

To what extent do you agree or disagree with the following statement?

  • “It is clear to me which qualifications are relevant to my needs”
Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Qualifications studied

Question 14

Thinking about the Functional Skills qualification you are studying/have completed, is this part of an apprenticeship?

Possible answers

  1. Yes

  2. No

  3. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 15

Which Functional Skill qualification/s are you taking, or have you taken? (Please select all that apply)

  • Functional Skills English

  • Functional Skills maths

  • Functional Skills ICT

Possible answers

  1. Entry

  2. Level 1

  3. Level 2

  4. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who are studying FSQs

Question 16

Why did you decide to take a Functional Skills qualification? (Please select all that apply)

Possible answers

  1. I wanted to improve my English/maths/ICT skills

  2. I did not pass a GCSE in English/maths/ICT

  3. I need to complete this as part of an apprenticeship

  4. My employer advised/required me to

  5. In order to get a job

  6. To progress in my current job

  7. To progress in my studies

  8. Other (specify)

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are studying FSQs

Question 17

Now that you have started learning/ have completed learning, what benefits do you expect from taking a Functional Skills qualification/s? (Please select all that apply)

Possible answers

  1. My English/maths/ICT skills will improve

  2. I will be able to apply English/maths/ICT skills in everyday life

  3. I will be more confident using English/maths/ICT

  4. I will be able to complete my apprenticeship

  5. I will be able to apply for more jobs

  6. To progress in my current job

  7. To be able to find a better job

  8. I will have better job prospects in the longer term

  9. To progress to higher level qualifications

  10. Other (specify)

  11. Don’t know

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are studying FSQs

Question 18

Thinking about the vocational and technical qualification(s) you are studying/have completed, is this part of an apprenticeship?

Possible answers

  1. Yes

  2. No

  3. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are studying VTQ

Question 19

Which level is the vocational or technical qualification that you are taking?

Possible answers

  1. Entry

  2. Level 1

  3. Level 2

  4. Level 1/ Level 2

  5. Level 3

  6. Level 4

  7. Level 5

  8. Level 6

  9. Level 7

  10. Level 8

  11. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are studying VTQ

Question 190

What is the name/ subject of the vocational or technical qualification(s) you are studying or have studied in the last 3 years?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who are studying VTQ

Question 20

Why did you decide to take a vocational or technical qualification? (Please select all that apply)

Possible answers

  1. I wanted to improve my skills

  2. I am interested in the vocational/technical area

  3. I need to complete this as part of an apprenticeship

  4. My employer advised/required me to

  5. In order to get a job

  6. To progress in my current job

  7. To progress in my studies

  8. I preferred vocational or technical qualifications to a more academic route

  9. Other (specify)

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are studying a VTQ

Question 21

Now that you have started learning/have completed learning, what benefits do you expect from taking a vocational and technical qualification? (Please select all that apply)

Possible answers

  1. My vocational/technical skills will improve

  2. I will be more confident using my vocational/technical skills

  3. I will be able to complete my apprenticeship

  4. I will be able to progress in my current job

  5. I will be able to find a job/a better job

  6. I will be able to progress in my studies

  7. I will be more confident in my work/better at my job

  8. Other (specify)

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are studying a VTQ

Question 23

Which level is the apprenticeship that you are taking/ have taken?

Possible answers

  1. Level 2

  2. Level 3

  3. Level 4

  4. Level 5

  5. Level 6

  6. Level 7

  7. Level 8

  8. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are undertaking an apprenticeship

Question 24

In which sector is the apprenticeship you are taking/ have taken?

Possible answers

  1. Agriculture, environment and animal care

  2. Business and administration

  3. Catering and hospitality

  4. Childcare and education

  5. Construction

  6. Creative and design

  7. Digital

  8. Engineering and manufacturing

  9. Hair and beauty

  10. Health and science

  11. Legal, finance and accounting

  12. Protective services

  13. Sales, marketing and procurement

  14. Social care

  15. Transport and logistics

  16. Other (specify)

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are undertaking an apprenticeship

Question 25

Are you aware that end-point assessments are specific to apprenticeship standards?

Possible answers

  1. Yes

  2. No

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are undertaking an apprenticeship

Question 26

Please tell us which of the following statements best describes your understanding of end-point assessment of apprenticeship standards:

Possible answers

  1. Very good understanding

  2. Quite good understanding

  3. Limited understanding

  4. Not very good understanding

  5. No understanding at all

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are undertaking an apprenticeship standard

Question 27

Why did you decide to take an apprenticeship? (Please select all that apply)

Possible answers

  1. I wanted to improve my skills

  2. I am interested in the vocational/technical area

  3. Because I can learn skills on the job

  4. In order to find a better job

  5. To progress in my current job

  6. To progress in my studies

  7. Other (specify)

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are undertaking an apprenticeship

Question 28

Now that you have started learning/have completed learning, what benefits do you expect to get from taking an apprenticeship? (Please select all that apply)

Possible answers

  1. I will have a broader range of skills to apply in the workplace

  2. I will have better knowledge of how to do my job

  3. I will have more confidence in applying my skills/knowledge

  4. I will be able to progress in my current job

  5. I will be able to find a better job

  6. I will be able to progress in my studies

  7. Other (specify)

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are undertaking an apprenticeship

Question 30

Which T Level are you currently taking?

Possible answers

  1. Design, surveying and planning for construction

  2. Digital production, design and development

  3. Education and childcare

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who are studying T Levels

Question 31

Why did you decide to take a T Level? (Please select all that apply)

Possible answers

  1. My employer advised/required me to

  2. In order to get a job

  3. To progress in my current job

  4. To progress in my studies

  5. Other (specify)

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are studying T Levels

Question 32

Now that you have started learning, what benefits do you expect from taking a T Level? (Please select all that apply)

Possible answers

  1. I will be able to apply for more jobs

  2. To progress in my current job

  3. To be able to find a better job

  4. I will have better job prospects in the longer term

  5. To progress to higher level qualifications

  6. Other (specify)

  7. Don’t know

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who are studying T Levels

Providers (all types)

Perceptions of qualifications

Question 9

In 2020, employers, training providers or colleges paid awarding organisations in the region of £15 to £20 per student for each Functional Skills qualification (Source: Ofqual 2020). To what extent do you agree or disagree with the following statement?

  • “Functional Skills qualifications offer value for money”
Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 10

To what extent do you agree or disagree with the following statements about Functional Skills qualifications?

  • I value Functional Skills qualifications

  • People holding Functional Skills qualifications have the appropriate level of skill in English needed by employers

  • People holding Functional Skills qualifications have the appropriate level of skill in maths needed by employers

  • People holding Functional Skills qualifications have the appropriate level of skill in ICT needed by employers

  • Functional Skills qualifications are good preparation for further study

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 11

To what extent do you agree or disagree with the following statements about vocational and technical qualifications?

  • I value vocational and technical qualifications

  • The purpose of vocational and technical qualifications is well-understood by employers

  • The purpose of vocational and technical qualifications is well-understood by learners

  • Vocational and technical qualifications prepare learners well for the workplace

  • People achieving vocational and technical qualifications have the technical skills needed by employers

  • Vocational and technical qualifications are good preparation for further study

  • Vocational and technical qualifications offer value for money

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 18

Are you aware that end-point assessments are specific to apprenticeship standards?

Possible answers

  1. Yes

  2. No

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 12

To what extent do you agree or disagree with the following statements about end-point assessments of apprenticeship standards?

  • I value end-point assessments of apprenticeship standards

  • Learners understand the purpose of end-point assessment of apprenticeship standards

  • People passing end-point assessments of apprenticeship standards have the competence and vocational and technical skills needed by employers

  • The availability of end-point assessments of apprenticeship standards is sufficiently flexible

  • End-point assessments of apprenticeship standards offer value for money

  • Apprenticeships provide the right skills and knowledge needed for learner’s chosen careers.

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 13

Approximately how many learners at your establishment are currently taking Functional Skills qualifications?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: If establishment offers FSQs

Question 14

Of these learners taking Functional Skills qualifications, approximately what PROPORTION are currently taking Functional Skills qualifications in:

  • Maths

  • English

  • ICT

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end grid (response required for each sub-question)

  • Base: If at least one learner is currently taking an FSQ

Question 15

Approximately how many learners at your establishment are currently undertaking Apprenticeships?

Possible answers

  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: If establishment offers apprenticeships

Question 16

Of these learners, approximately what PROPORTION are currently taking:

  • Apprenticeship standards

  • Apprenticeship frameworks (specification of apprenticeship standards for England/SASE)

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end grid (response required for each sub-question)

  • Base: If at least one learner is currently doing an apprenticeship

Question 17

Do you understand the difference between apprenticeship frameworks and the new apprenticeship standards?

Possible answers

  • Yes

  • No

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 19

Which of the following describes your understanding of the end-point assessment of apprenticeship standards?

Possible answers

  1. Very good understanding

  2. Quite good understanding

  3. Limited understanding

  4. Not very good understanding

  5. No understanding at all

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 20

Approximately how many learners in your establishment went on to the following destinations in the last 12 months?

  • University/Higher Education

  • Further Education (technical/work based)

  • Employment (not apprenticeship)

  • Employment as an apprentice

  • Promotion with current employer

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end grid (response required for each sub-question)

  • Base: If at least one learner is currently doing an apprenticeship

Employers

Perceptions of qualifications

Question 12

Please indicate your level of understanding about the four types of qualifications listed below.

  • Functional Skills qualifications

  • Vocational and technical qualifications in my sector or organisation

  • Apprenticeships in my sector or organisation

  • T Levels or the technical qualifications within T Levels

Possible answers

  1. Very good understanding

  2. Quite good understanding

  3. Limited understanding

  4. Not very good understanding

  5. No understanding at all

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Question 13

To what extent do you agree to the following statement?

  • It is clear which qualifications are relevant to my organisation
Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 13a

Please indicate which of the following statements best describes your understanding of the changes that have been, or are currently being made to vocational and technical qualifications in your sector.

Possible answers

  1. Fully understand the changes proposed or taking place

  2. Have some understanding of the changes proposed or taking place

  3. Aware of, but don’t know what changes are proposed or taking place

  4. Not aware of any changes at all

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who have at least a limited understanding of vocational and technical qualifications in their sector

Question 14

Have you, or anyone else in your organisation, been involved in supporting the development of the following in the last five years? For example, you may have been a member of a working group, responded to an online consultation or contributed to assessment design.

  • Functional Skills qualifications

  • Vocational and technical qualifications in my sector or organisation

  • Apprenticeships in my sector or organisation

  • T Levels or the technical qualifications within T Levels in my sector

Possible answers

  1. Yes

  2. No

  3. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who indicate that they have at least some understanding for each qualification

Perceptions of Functional Skills qualifications

Question 15

Please indicate which of the following statements best describes your organisation’s involvement in recruitment and training in Functional Skills qualifications.

  • We recruit people with Functional Skills qualifications

  • We arrange training leading to Functional Skills qualifications

  • We both recruit people with and arrange training leading to Functional Skills qualifications

  • We neither recruit people with Functional Skills qualifications nor arrange training leading to Functional Skills qualifications

  • Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who indicate that they have at least some understanding of Functional Skills qualifications

Question 16

Please indicate your level of agreement with the following statements about Functional Skills qualifications. Please speak from the perspective of your own organisation i.e. not the views you believe other employers have.

  • We value Functional Skills qualifications

  • People holding Functional Skills qualifications have the appropriate level of skill in English needed by my organisation

  • People holding Functional Skills qualifications have the appropriate level of skill in maths needed by my organisation

  • People holding Functional Skills qualifications have the appropriate level of skill in ICT needed by my organisation

  • The availability of Functional Skills qualifications is sufficiently flexible

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who indicate that they have at least some understanding of Functional Skills qualifications

Question 17

You said you agree that your organisation values Functional Skills qualifications - can you please explain why?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who agree that they value Functional Skills qualifications

Question 18

You said you disagree that your organisation values Functional Skills qualifications - can you please explain why?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who disagree that they value Functional Skills qualifications

Perceptions of vocational and technical qualifications
Question 21

Please indicate which of the following statements best describes your organisation’s involvement in recruitment and training in vocational or technical qualifications.

Possible answers

  1. We recruit people with vocational or technical qualifications

  2. We arrange training leading to vocational or technical qualifications

  3. We both recruit people with and arrange training leading to vocational or technical qualifications

  4. We neither recruit people with vocational or technical qualifications nor arrange training leading to vocational or technical qualifications

  5. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who indicate that they have at least some understanding of vocational and technical qualifications

Question 22

Which vocational or technical qualification/s does your organisation typically recruit for?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who indicate that they have at least some understanding of vocational and technical qualifications

Question 23

Thinking about the qualifications that your organisation typically uses, please indicate your level of agreement with the following statements in relation to vocational and technical qualifications in your sector. Please answer from the perspective of your own organisation i.e. not the views you believe other employers have.

  • We value vocational and technical qualifications

  • The purpose of vocational and technical qualifications is well-understood by my organisation

  • Vocational and technical qualifications prepare learners well for the workplace

  • People achieving vocational and technical qualifications have the technical skills needed by my organisation

  • The availability of vocational and technical qualifications is sufficiently flexible

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who indicate that they have at least some understanding of vocational and technical qualifications

Question 24

When answering the previous question, were you thinking mostly about vocational and technical qualifications as part of an apprenticeship or taken outside of an apprenticeship?

Possible answers

  1. Mostly as part of an apprenticeship

  2. Mostly taken outside of an apprenticeship

  3. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who indicate that they have at least some understanding of vocational and technical qualifications

Question 25

You indicated you agree that your organisation values vocational and technical qualifications - can you please explain why?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who agree that they value vocational and technical qualifications

Question 26

You indicated that your organisation does not value vocational and technical qualifications - can you please explain why?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who disagree that they value vocational and technical qualifications

Perceptions of end-point assessments of apprenticeship standards

Question 27

Do you know the difference between apprenticeship frameworks and the new apprenticeship standards?

Possible answers

  1. Yes

  2. No

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who indicate that they have at least some understanding of apprenticeships in their sector

Question 28

Before taking this survey, were you aware that end-point assessments are specific to apprenticeship standards?

Possible answers

  1. Yes

  2. No

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who indicate that they have at least some understanding of apprenticeships in their sector

Question 29

You indicated earlier that your organisation currently employs apprentices. Approximately how many apprentices do you currently employ? Please provide a whole number (no decimal point).

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who currently employ apprentices

Question 30

Of the apprentices your organisation currently employs, approximately what PROPORTION are currently taking:

If unsure, please leave blank.

  • Apprenticeship standards

  • Apprenticeship frameworks (specification of apprenticeship standards for England/SASE)

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end grid (response required for each sub-question)

  • Base: All who currently employ apprentices

Question 31

Please indicate which of the following statements best describes your understanding of end-point assessment of apprenticeships.

Possible answers

  1. Very good understanding (i.e. you have clear knowledge of the knowledge, skills and behaviours being assessed, and how they are assessed)

  2. Quite good understanding (i.e. you have reasonable, but not full knowledge of the knowledge, skills and behaviours being assessed, and how they are assessed)

  3. Limited understanding (i.e. you have very limited knowledge of the knowledge, skills and behaviours being assessed, and how they are assessed)

  4. Not very good understanding (i.e. you are aware of it but have no knowledge of the knowledge, skills and behaviours being assessed, and how they are assessed)

  5. No understanding at all (i.e. you were not aware of it prior to this survey)

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who indicate that they have at least some understanding of apprenticeships in their sector/organisation

Question 32

Have any of the apprentices in your organisation undertaken their end-point assessment?

Possible answers

  1. Yes

  2. No

  3. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who currently employ apprentices

Question 33

Please tell us your level of agreement with the following statements about end-point assessments of apprenticeships in your sector. Please answer from the perspective of your own organisation i.e. not the views you believe other employers have.

  • We value end-point assessments of apprenticeship standards

  • People completing end-point assessments of apprenticeship standards have the occupational competence and vocational and technical skills needed by my organisation

  • The availability of end-point assessments of apprenticeship standards is sufficiently flexible

  • Apprenticeships provide the right skills and knowledge needed for learner’s chosen careers.

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who indicate that they have at least a limited understanding of end-point assessment of apprenticeship standards

Question 34

When answering the previous question, in terms of the industry sector or subject, which apprenticeship standards end-point assessments were you thinking of?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who indicate that they have at least a limited understanding of end-point assessment of apprenticeship standards

Question 35

You indicated you agree that your organisation values end-point assessments of apprenticeship standards - can you please say why?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who agree that they value end-point assessments of apprenticeship standards

Question 36

You indicated that your organisation does not value end-point assessments of apprenticeship standards - can you please say why?

Possible answers
  1. Free text entry
Question design

  • Question type: Open-end (free text entry)

  • Base: All who disagree that they value end-point assessments of apprenticeship standards

Use of qualifications – recruitment

Question 40a. When recruiting new employees, are any of the following essential for the following types of roles?

  • Professional and managerial roles

  • Skilled and supervisory roles

  • Entry level and admin roles

Possible answers

  1. 5 GCSEs at 9-4 or A*-C

  2. Maths and English GCSEs

  3. Maths and English Functional Skills

  4. Relevant vocational or technical qualification

  5. Completion of a level 2 or level 3 apprenticeship

  6. Completion of a level 4 or level 5 apprenticeship

  7. Completion of a level 6, level 7 or level 8 apprenticeship

  8. Relevant work experience

  9. A levels

  10. HN, HE Diploma or equivalent level 4 or level 5 qualification

  11. Degree or equivalent level 6 qualification

  12. Masters or equivalent level 7 qualification

  13. PhD or equivalent level 8 qualification

  14. None of these

Question design

  • Question type: Multiple grid (choose as many of the possible answers that apply for each sub-question)

  • Base: All

Question 41

Has your organisation had any vacancies in the last 12 months, regardless of whether you were able to fill them?

Possible answers

  1. Yes

  2. No

  3. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 42

How often, if ever, does your organisation typically recruit people from the following groups?

  • Aged 16-18 - first job from school, college or training provider

  • Aged 19-24 - first job from school, college or other training provider

Possible answers

  1. All of the time

  2. Most of the time

  3. Some of the time

  4. None of the time

  5. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Use of qualifications – training

Question 43

In the last 12 months, has your organisation arranged or funded training for your employees?

Possible answers

  1. Yes

  2. No

  3. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All

Question 43b

How was this training funded? Please select all that apply.

Possible answers

  1. Privately

  2. Government funding (including apprenticeship levy)

  3. Other (specify)

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All responding yes to Q43

Question 44

Thinking about the training your organisation has arranged or funded in the last 12 months, how much of it, if any, typically results in a qualification for the following?

  • Professional and managerial roles

  • Skilled and supervisory roles

  • Entry level and admin roles

Possible answers

  1. All training leads to a qualification

  2. Most training leads to a qualification

  3. Some training leads to a qualification

  4. No training leads to a qualification

  5. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who have arranged or funded training for employees in last 12 months

Question 45

Has any of the training your organisation has arranged or funded in the last 12 months led to any of the following? Please select all that apply.

Possible answers

  1. Functional Skills qualification (English, maths or ICT)

  2. GCSE in English or maths

  3. Other English or maths qualification

  4. Vocational or technical qualification

  5. End-point assessment of an apprenticeship

  6. Other (specify)

  7. Don’t know

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who have arranged or funded training for employees in last 12 months

Question 46

Can you please indicate why your organisation hasn’t arranged or funded training that led to a vocational or technical qualification [and/or] apprenticeship? Please select all that apply.

Possible answers

  1. No need for them

  2. Not aware of them

  3. Don’t know which ones are relevant for us

  4. Too expensive

  5. Too time consuming

  6. Takes employees away from the day job

  7. Not of a high quality standard

  8. Too easy

  9. Too difficult

  10. Not enough Government funding to pay for them

  11. Can no longer afford to fund them, but funded them in the past

  12. Do not have any apprentices in our organisation

  13. Other (specify)

  14. Don’t know

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who have arranged or funded training for employees in last 12 months which has not led to Vocational/technical qualification or End-point assessment of an apprenticeship standard

Question 47

You indicated that your organisation has no need to arrange or fund vocational or technical qualifications or apprenticeships. Can you please indicate why? Please select all that apply.

Possible answers

  1. Our employees don’t need these qualifications

  2. We recruit people with these qualifications

  3. We test applicants e.g. competency tests so no need for qualifications

  4. Other (specify)

  5. Don’t know

Question design

  • Question type: Single (choose one of the possible answers)

  • Base: All who indicate that there is no need to arrange or fund vocational or technical qualifications or apprenticeships

Question 48

Can you please indicate which of the following factors are taken into account when your organisation decides which qualifications to offer its employees? Please select all that apply.

Possible answers

  1. Reputation of the awarding organisation (exam board)

  2. Sector recognised (valued) qualification

  3. Relevance for our organisation

  4. Size of the qualification (the amount of time it takes to complete e.g. hours/days/months/years depending on the type of qualification and level)

  5. Level of qualification

  6. Flexible assessment

  7. Organisation culture i.e. always offered these qualifications

  8. Regulation of the qualification Including by professional body, or occupational regulation, licence to practice etc

  9. Other (specify)

  10. None of these factors are taken into account

  11. Don’t know

Question design

  • Question type: Multiple (choose as many of the possible answers that apply)

  • Base: All who have arranged or funded training for employees in last 12 months

Business benefits associated with qualifications

Question 49

For your employees who achieve vocational or technical qualifications within an apprenticeship or end-point assessment of an apprenticeship standard, how often, if ever, does this lead to the following?

  • A pay increase

  • A promotion or improved job status

  • New responsibilities

  • Permanent employment

Possible answers

  1. All of the time

  2. Most of the time

  3. Some of the time

  4. None of the time

  5. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who have arranged or funded training for employees in last 12 months

Question 50

For your employees who achieve vocational or technical qualifications outside an apprenticeship, how often, if ever, does this lead to the following?

  • A pay increase

  • A promotion or improved job status

  • New responsibilities

Possible answers

  1. All of the time

  2. Most of the time

  3. Some of the time

  4. None of the time

  5. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All who have arranged or funded training for employees in last 12 months (Q43=1)

2021 specific section – for all 3 sample groups

Perceptions

Text

This section asks again about your perceptions of vocational and technical qualifications. For this part of the survey, please think specifically about perceptions you have had between March 2021 and December 2021.

Question 2021_VTQs

To what extent do you agree or disagree with the following statements?

  • Vocational and technical qualifications in 2021 were well understood by people

  • Vocational and technical qualifications in 2021 were trusted qualifications

  • Vocational and technical qualifications standards were maintained in 2021

  • Vocational and technical qualifications in 2021 were good preparation for further study

  • Vocational and technical qualifications in 2021 were good preparation for work

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Text

This section asks again about your perceptions of Functional Skills. For this part of the survey, please think specifically about perceptions you have had between March 2021 and December 2021.

Question 2021_FS

To what extent do you agree or disagree with the following statements?

  • Functional Skills qualifications in 2021 were well understood by people

  • Functional Skills qualifications in 2021 were trusted qualifications

  • Functional Skills qualifications standards were maintained in 2021

  • Functional Skills qualifications in 2021 were good preparation for further study

  • Functional Skills qualifications in 2021 were good preparation for work

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

Text

This section asks again about your perceptions of end-point assessments of apprenticeship standards. For this part of the survey, please think specifically about perceptions you have had between March 2021 and December 2021.

Question 2021_EPA

To what extent do you agree or disagree with the following statements?

  • End-point assessments of apprenticeship standards in 2021 were well understood by people

  • End-point assessments of apprenticeship standards in 2021 were trusted qualifications

  • End-point assessments of apprenticeship standards were maintained in 2021

  • End-point assessments of apprenticeship standards in 2021 were good preparation for further study

  • End-point assessments of apprenticeship standards in 2021 were good preparation for work

Possible answers

  1. Strongly agree

  2. Agree

  3. Neither agree nor disagree

  4. Disagree

  5. Strongly disagree

  6. Don’t know

Question design

  • Question type: Grid (one answer required for each sub-question)

  • Base: All

[1] Perceptions of A levels and GCSEs: Wave 12, perceptions of heads of schools, teachers, the general public, parents and students (Ofqual 2014)

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