Background Information for: Perceptions of Vocational and Technical Qualifications in England – wave 6

Question 1

Introduction

Accepted Answer

Background

This document accompanies the findings of wave 6 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 2022 to 23, with fieldwork being undertaken between 21 December 2022 and 17 February 2023.

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 (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 wave 5, the survey was expanded to collect data on understanding of T Levels.

The circumstances in 2022

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.

In 2022, VTQ assessments and examinations ran as normal in line with government policy. Some learners taking VTQs may have taken adapted assessments and may have used results from 2020 and 2021 towards qualifications taken in 2022.

Given the uniqueness of recent years, the wave 4, 5 and 6 surveys included a year-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 2022 section (in the case of wave 6) would follow later in the survey. These modifications were made so that we could track key measures over time despite the exceptional year.

Project objectives

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

overall perceptions of Vocational and Technical Qualifications (VTQs), Functional Skills qualifications and end-point assessments of Apprenticeships; and
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.

Question 2

Method and guidance

Accepted Answer

Overview of method

Wave 6 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 21st December 2022 and 17th February 2023.

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:

494 education professionals (referred to throughout this report as providers) who work for an establishment that offers vocational or technical qualifications
508 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
2,003 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 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 6 survey was designed in collaboration between Ofqual and the YouGov project team. The survey covered themes explored in previous waves of the survey.

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, ‘Neither agree nor disagree’ and ‘Don’t know’ responses are not included in the figure. As such, proportions may not add up to 100%.

Question 3

Data limitations

Accepted Answer

Time series data

It should be recognised that the sampling procedures adopted in waves 3, 4, 5 and 6 differ from the approach taken in the previous waves. For waves 3, 4, 5 and 6, 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 providers, the sample was drawn from a combination of the YouGov panel and another source. All research was conducted online.

Prior to this, wave1 and wave2 of the research were conducted by another provider using a different sampling approach and survey mode. Therefore, the results from these first two waves of the research have not been included in this report because time series analysis could be unreliable due to the changes in method.

Question 4

Glossary

Accepted Answer

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.

Adult and Community Learning (ACL)

Adult and Community Learning includes a range of community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges.

All provider types

The scope of the survey sample included providers of all types such as 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; Independent Training Provider (ITP). ITPs are distinct from other types of Further Education providers as they are ‘independent’ and not run or directly controlled by the state. In the report the category ‘All provider types’, may be referred to as the provider group or all types of providers or all providers.

Apprenticeship frameworks

These were developed by sector bodies, primarily focused on qualifications. They were phased out in 2020-21 and replaced by apprenticeship standards. Framework apprenticeships are assessed throughout by completing a unit at a time but there is no endpoint assessment.

Apprenticeship standards

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 (‘iFATE’), supports employer groups in the development of apprenticeship standards. iFATE 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 (AO)

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).

Organisation size

Throughout the report organisations are categorised by number of employees into micro (2-9 employees), small (10-49 employees), medium (50-249 employees) and large (250+ employees) organisations.

End-point assessment of apprenticeship (EPA)

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 (FSQ)

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.

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.

Voluntary sector

The voluntary sector – or third sector – is represented by non-profit, non-governmental organisations (e.g. charity, social enterprise).

Question 5

Appendix A – Technical report

Accepted Answer

Appendix A outlines the composition of the achieved samples and additional information on the methods used in wave 6.

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.

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 Company contact database

Firstly, contacts in provider establishments were drawn from the Education Company’s database of publicly available education sector contacts. This list is the most accurate and comprehensive education dataset available anywhere in the UK. It contains over 5 million education data profiles, including 400,000 named teachers and lecturers.

The Education Company’s database was used to select contacts in establishments to be surveyed. The database contained named contacts with generic email addresses. This allowed the survey to be targeted at 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 Company database, a random sample of contacts was drawn in line with the above parameters.

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	170	69	0.27	0.60
FE College or Independent training provider	206	336	1.07	2.42
ACL	10	15	1.08	1.83
LA or Council	91	5	0.03	0.08
Voluntary sector	10	10	0.67	1.52
Other	7	59	6.80	11.51

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	34	40	0.08	2.42
West and East Midlands	92	89	0.05	1.55
London	75	69	0.03	6.80
North West and North East	109	119	0.06	11.51
South West and South East	129	124	0.05	10.72
Yorkshire and Humber	55	54	0.05	9.86

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	102	123	0.64	1.22
19 to 24	116	111	0.64	1.69
25+	290	274	0.64	1.04

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	918	1162	0.34	1.29
6 to 9	244	421	0.47	1.79
10 to 19	199	220	0.31	1.18
20 to 49	214	120	0.17	0.63
50 to 99	102	40	0.12	0.46
100 to 249	99	20	0.07	0.25
250+	227	20	0.04	0.14

Sector	Employer sample - unweighted base	Employer sample - weighted base	Employer sample - smallest weight factor	Employer sample - largest weight factor
Private sector	1682	1903	0.14	1.79
Public sector	188	20	0.04	0.47
Third or voluntary sector	133	80	0.10	1.27

Question 6

Appendix B – Survey

Accepted Answer

Learners

Perceptions of qualifications

Question 8. In 2022, 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”

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Don’t know

Base: all

Question 9. To what extent do you agree or disagree with the following statements about Functional Skills qualifications?

9a - I value Functional Skills qualifications

9b - People holding Functional Skills qualifications have the appropriate level of skill in English needed by employers

9c - People holding Functional Skills qualifications have the appropriate level of skill in maths needed by employers

9d - People holding Functional Skills qualifications have the appropriate level of skill in ICT needed by employers

9e - The availability of Functional Skills qualifications is sufficiently flexible

9f - Functional Skills qualifications are good preparation for further study

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Don’t know

Base: all

Question 10. To what extent do you agree or disagree with the following statements about vocational and technical qualifications?

10a - I value vocational and technical qualifications

10b - The purpose of vocational and technical qualifications is well-understood by employers

10c - I understand the purpose of vocational and technical qualifications

10d - Vocational and technical qualifications prepare learners well for the workplace

10e - The availability of vocational and technical qualifications is sufficiently flexible

10f - Vocational and technical qualifications are good preparation for further study

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Don’t know

Base: all

Question 11. To what extent do you agree or disagree with the following statements about end-point assessments?

11a - I value the end-point assessments of apprenticeship standards

11b - I understand the purpose of end-point assessments of apprenticeship standards

11c - End-point assessments of apprenticeship standards test the competence and vocational and technical skills needed by employers

11d - The availability of end-point assessments of apprenticeship standards is sufficiently flexible

11e - Apprenticeships provide the right skills and knowledge needed for my chosen career.

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Don’t know

Base: all

Question 120. Which of the following statements describes your understanding of T Levels?

Very good understanding
Quite good understanding
Limited understanding
Not very good understanding
No understanding at all

Base: all

Question 12. To what extent do you agree or disagree with the following statements about T Levels?

12a - I value T Levels

12b - I understand the purpose of T Levels

12c - T Levels test the competence and vocational and technical skills needed by employers

12d - The availability of T Levels is sufficiently flexible

12e - T Levels are good preparation for work

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Don’t know

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”

Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Don’t know

Base: all

Qualifications studied

Question 14. Thinking about the Functional Skills qualification you are studying/have completed, is this part of an apprenticeship?

Yes
No
Don’t know

Base: all who are studying FSQs

Question 15. Which Functional Skill qualification/s are you taking, or have you taken? (Please select all that apply)

15a - Functional Skills English

15b - Functional Skills maths

15c - Functional Skills ICT

Entry
Level 1
Level 2
Don’t know

Base: all who are studying FSQs

Question 16. Why did you decide to take a Functional Skills qualification? (Please select all that apply)

I wanted to improve my English/maths/ICT skills
I did not pass a GCSE in English/maths/ICT
I need to complete this as part of an apprenticeship
My employer advised/required me to
In order to get a job
To progress in my current job
To progress in my studies
Other (specify)

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)

My English/maths/ICT skills will improve
I will be able to apply English/maths/ICT skills in everyday life
I will be more confident using English/maths/ICT
I will be able to complete my apprenticeship
I will be able to apply for more jobs
To progress in my current job
To be able to find a better job
I will have better job prospects in the longer term
To progress to higher level qualifications
Other (specify)
Don’t know

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?

Yes
No
Don’t know

Base: all who are studying VTQ

Question 19. Which level is the vocational or technical qualification that you are taking?

Entry
Level 1
Level 2
Level 1/ Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Don’t know

Base: all who are studying a 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?

(free text entry)

Base: all who are studying a VTQ

Question 20. Why did you decide to take a vocational or technical qualification? (Please select all that apply)

I wanted to improve my skills
I am interested in the vocational/technical area
I need to complete this as part of an apprenticeship
My employer advised/required me to
In order to get a job
To progress in my current job
To progress in my studies
I preferred vocational or technical qualifications to a more academic route
Other (specify)

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)

My vocational/technical skills will improve
I will be more confident using my vocational/technical skills
I will be able to complete my apprenticeship
I will be able to progress in my current job
I will be able to find a job/a better job
I will be able to progress in my studies
I will be more confident in my work/better at my job
Other (specify)

Base: all who are studying a VTQ