The Department for Education (DfE) describe Tech level qualifications as follows:
Tech levels are rigorous advanced (level 3) technical qualifications on a par with A Levels and recognised by employers. They are for students aged 16 plus who want to specialise in a specific industry or prepare for a particular job. They cover jobs and careers where employers recruit people at this level or where a level 3 qualification is needed before students can progress to a related higher education course. Tech levels give students an opportunity to develop specialist knowledge and skills to help them get an apprenticeship or job, for example in engineering, IT, accounting or professional cookery, or progress to a higher level qualification. In some cases, a tech level qualification is a ‘licence to practise’ or can exempt someone holding the qualification from a professional exam. Tech levels are recognised by trade or professional bodies or at least five employers. Alternatively, the qualification may be accepted by a national licensed professional registration scheme.
Pass, Merit, Distinction
As noted in Education Context, to be classified as a Tech level qualification the qualification in question must meet certain criteria. This includes:
- A minimum of 30% external assessment
- A minimum of 40% mandatory core content
- An element of synoptic assessment
- There is a single resit opportunity
The above is the minimum requirements set out by the Department for Education.
The assessments in the EAL Level 3 Advanced Diploma in Electrical Installation consist of:
Externally set and externally marked online examinations for the five mandatory core units and two optional units (of which the student must choose one optional unit):
- Understanding environmental legislation, working practices, and the principles of environmental technology systems (40 minute examination sat in exam conditions)
- Electrical installation planning, preparing, and designing (50 minute examination sat in exam conditions)
- Inspecting, testing and commissioning of electrotechnical systems and equipment in buildings, structures, and the environment (80 minute examination sat in exam conditions)
- Diagnosing and correcting electrical faults in electrotechnical systems and equipment in buildings, structures, and the environment (90 minute examination sat in exam conditions)
- Electrical science and principles (40 minute examination sat in exam conditions)
- Understanding the practices and procedures for overseeing and organising the work environment (electrical installation) (90 minute examination sat in exam conditions)
- Requirements of BS 7671 and its application to electrical installations (120 minute examination sat in exam conditions)
Students will be assessed against all the learning outcomes in the mandatory core units and optional units. Marks are allocated in accordance with the detailed, externally set marking criteria. All examinations are subject to moderation.
Externally set and internally marked theory and practical assignments for the five mandatory core units:
- Electrical installation planning, preparing, and designing (theory assignment)
- Electrical installation craft skills (practical assignment)
- Inspecting, testing, and commissioning of electrotechnical systems and equipment in buildings, structures, and the environment (practical assignment)
- Diagnosing and correcting electrical faults in electrotechnical systems and equipment in buildings, structures, and the environment (practical assignment)
- Electrical science and principles (theory assignment)
Marks are allocated in accordance with the detailed, externally set marking criteria. All assessments are subject to moderation.
A synoptic assessment which is set by EAL and is marked and moderated by the centre and subject to external quality assurance. It will comprise a scenario and a series of connected tasks that must be completed.
The assessments in the EAL Level 3 Advanced Diploma in Plumbing consist of:
Externally set and externally marked online examinations for the six mandatory core units:
- How to organise resources in the building services, environment (60 minute examination sat in exam conditions)
- Domestic cold water system installation, commissioning, service, and maintenance techniques (75 minute examination sat in exam conditions)
- Domestic hot water system installation, commissioning, service, and maintenance techniques (105 minute examination sat in exam conditions)
- Domestic central heating system installation, commissioning, service, and maintenance techniques (60 minute examination sat in exam conditions)
- Domestic sanitation system installation, commissioning, service, and maintenance techniques (60 minute examination sat in exam conditions)
- The fundamental principles and requirements of environmental technology systems (60 minute examination sat in exam conditions)
Students will be assessed against all the learning outcomes in the mandatory core units. Marks are allocated in accordance with the detailed externally set marking criteria. All examinations are subject to moderation.
Externally set and internally marked theory and practical assignments for the four mandatory core units:
- Domestic cold water system installation, commissioning, service, and maintenance techniques
- Domestic hot water system installation, commissioning, service, and maintenance techniques
- Domestic central heating system installation, commissioning, service, and maintenance techniques
- Domestic sanitation system installation, commissioning, service, and maintenance techniques
Marks are allocated in accordance with the detailed, externally set marking criteria. All assessments are subject to moderation.
A synoptic assessment, which is set by EAL and is marked and moderated by the centre and subject to external quality assurance. It will comprise a scenario and a series of connected tasks that must be completed.
The synoptic assessment must be designed to cover a range of assessment criteria from a number of units that are relevant to the scenario and related tasks. The synoptic assessment will, together with the assessments relating to individual units, ensure all learning outcomes in the qualification have been fully and appropriately covered.
The assessments within the EAL Level 3 Advanced Diploma in Engineering Technology consist of:
Externally set and externally marked online examinations for the two mandatory core units:
- Engineering principles and technology (80 minute examination sat in exam conditions)
- Engineering and environmental health and safety (40 minute examination sat in exam conditions)
Students will be assessed against five learning outcomes in the Engineering principles and technology unit:
- Understand measurement and marking out techniques applied to engineering
- Understand engineering materials and material properties
- Understand numeracy applied to engineering
- Understand science applied to engineering
- Understand forms of communication used within engineering.
Students will be assessed against four learning outcomes in the Engineering and environmental health and safety unit:
- Understand health and safety roles and responsibilities
- Understand the application of health and safety in the engineering environment
- Understand the safe moving and storing of materials
- Understand environmental management
Marks are allocated in accordance with the detailed, externally set marking criteria. All examinations are subject to moderation.
All mandatory units in one of the seven optional pathways (externally set and internally marked) – specific assessment time is given in each of the units that make up the optional pathway.
Students will be assessed against all the learning outcomes in all of the mandatory units win the specified optional pathway.
Marks are allocated in accordance with the detailed, externally set marking criteria. All assessments are subject to moderation.
A synoptic assessment, which is set by the centre and approved by EAL, and is marked and moderated by the centre and subject to external quality assurance. It will comprise a scenario and a series of connected tasks that must be completed.
The synoptic assessment must be designed to cover a range of assessment criteria from a number of units that are relevant to the scenario and related tasks. The synoptic assessment will, together with the assessments relating to individual units, ensure all learning outcomes in the qualification have been fully and appropriately covered.
Tech level qualifications are advanced (Level 3) qualifications, mainly taken by 16-19 year old students who want to specialise in a specific industry, occupation, or occupational group. They equip students with specialist knowledge and skills.
There are a number of key considerations for HEPs when reviewing Tech level qualifications that meet the full DfE criteria from 2018:
- These qualifications are fundamentally different to their predecessors and Applied General qualifications, and are likely to result in students developing different skills and aptitudes. HEPs should review their understanding of these qualifications to ensure it remains up to date.
- The reformed qualifications include both external and synoptic assessment, as well as changes to resit processes. These changes are likely to result in fewer students passing the qualification. Equally, it is likely that grade distributions will change. In light of this, HEPs may wish to review their entry requirements, offer making and decision-making strategies in relation to these qualifications.
- The reformed and interim-reformed qualifications will be delivered by schools and colleges at the same time (see ‘Education context’). Therefore, HEPs may wish to consider their approach to setting and listing entry requirements for the specific qualifications.
- The dual running of the qualification may result in applicants declaring the incorrect version within their application. UCAS will be working to support applicants and advisers in this area.
- A larger mandatory core means that HEPs who require certain levels of achievement in particular units or ask for specific units to satisfy subject knowledge requirements should familiarise themselves with the new content specifications to ensure that these requirements are still valid. It should be noted that not all students will be able choose their optional units and these may be prescribed by the school or college, therefore HEPs should be cautious if requiring achievement in optional modules as part of their entry requirements, offer making and decision-making strategies.
Progression to higher education is generally within the vocational area of the Tech level, and may be to a foundation degree.
Applicants holding reformed Tech level qualifications will have had experience of external and synoptic assessment.
Tech level qualifications are supported by at least five employers from the job sector the qualification is related to. All students have to take part in meaningful activity involving employers in the course of their study. Examples are work placements, taking part in projects, or some of the course being taught by someone who works in the industry.