How are T Level learners faring compared to other level 3 learners?

In September 2024, the Department for Education published the latest report of the Technical Education Learner Surveys. The surveys are being administered by NatCen and the National Foundation for Educational research (NFER).

The findings enable us to gain insights on a pressing question regarding how learners on the still relatively new T Level programmes are faring compared to other level 3 learners.

Survey background

The report provides the perspectives of the second cohort of T Level learners at the end of their two-year course, alongside those of other level 3 technical and A level learners. All learners studied between September 2021 and June 2023.

The T Level learners who were surveyed had completed Education and Early Years, Digital, Construction and Health and Science courses, with other level 3 technical learners surveyed having studied subject areas that were broadly comparable[i].

It should be noted that the distribution of learners across relevant subject areas in the level 3 technical learner group reflects the wider level 3 technical population (e.g. over half studied Health and Science courses, while very few studied Construction), which is very different to the learner distribution across different T Levels. The A level sample included students from any A level course, taking any number of A levels.

Below, we summarise the key differences that emerged between these three groups in terms of course experiences, satisfaction and next steps.

T Level learners reported higher teaching hours than other level 3 technical and A level learners

T Level learners were more likely than other level 3 technical and A level learners to have high teaching hours. Two-fifths (42 per cent) reported more than 20 teaching hours, compared with less than a third (30 per cent) of A level and a quarter of other level 3 technical learners. This is in line with increased expectations for contact time for T Levels, compared with existing level 3 technical programmes.

T Level learners had more engagement with employers than other level 3 technical learners

Almost all T Level learners (94 per cent) completed an industry placement, compared with half (49 per cent) of other level 3 technical learners. In addition, three-quarters of T Level learners had contact with employers outside of their placement (e.g. via talks, visits and project work) compared to just over half (53 per cent) of other level 3 technical learners.

T Level placements (expected to be 315 hours for most learners) were also much longer than other level 3 technical placements which were typically no more than 100 hours.

Significant employer engagement has resulted in a higher proportion of T Level learners reporting that they have developed their understanding of how workplaces operate and practical skills for their chosen occupation, compared to other level 3 technical learners.

Although there were subject differences, T Level learners tended to be less satisfied with their course than the other learner groups

T Level learners were generally less satisfied with their course than other level 3 technical and A level learners.

Overall, 57 per cent of the second T Level cohort reported that they were satisfied with their programme. This compared to around three-quarters of other level 3 technical learners (76 per cent) and A level learners (72 per cent).

As new qualifications often need time to bed in after being rolled out, satisfaction rates may take time to build up as initial delivery issues are resolved and providers become more experienced in delivering the qualification. However, T Level satisfaction rates varied by subject suggesting differences in delivery and learner experiences.

Two-fifths (39 per cent) of Health and Science learners reported that they were satisfied with their course reflecting early issues with core assessments which have since been resolved. Education and Early Years learners were most satisfied, with four-fifths (79 per cent) reporting satisfaction with their course.

Compared with other level 3 technical learners, T Level learners were more satisfied with employer contact on their course and less satisfied with course management and organisation and assessment. The latter appeared to relate to high proportions of T Level learners reporting lack of study materials as a key barrier.

Intended next steps were broadly similar for T Level and other level 3 technical learners, with a higher proportion of A level learners intending to pursue a degree

Over three-quarters of T Level learners (78 per cent) planned to undertake further study, most commonly through a degree (41 per cent) or an apprenticeship (25 per cent). Next steps for other level 3 technical learners were broadly similar. However, as might be expected, A level learners were more likely to intend to study for a degree (68 per cent) than the other groups.

All groups were positive when asked if their course had enabled them to progress to what they wanted to do. T Level learners (69 per cent) and other level 3 technical learners (74 per cent) however were less positive than A level learners (82 per cent).

T Level learners were less likely to recommend their course

T Level learners were less likely to recommend their course (51 per cent), compared with 69 per cent of other level 3 technical learners and 66 per cent of A level learners.

So, what can we take from these findings?

T Levels are demanding qualifications which have more teaching hours than other post-16 options. Their focus on employer engagement is a positive element which sets them apart and leads T Level learners to have a more well-developed understanding of how workplaces operate and practical skills for their chosen occupation than other level 3 technical learners. This said, T Levels are broadly leading learners to the same destinations as other level 3 technical courses.

Given their relatively early stage of development, T Levels are not yet achieving the levels of learner satisfaction of the other two groups of qualifications. In this regard, they will benefit from ongoing enhancements in their management, organisation and assessment and increased familiarity by providers.

There are though clear subject differences in learner experiences and satisfaction, with Education and Early Years learners reporting more positive experiences and the highest level of satisfaction at this stage of T Levels development.

[i] The survey achieved a 46 per cent responses rate. Achieved samples were: 1,405 T Level; 1,313 other level 3 technical; and 377 A level. Given that the majority of those taking T Levels are expected to have otherwise taken other level 3 technical courses (as opposed to A levels), this group formed a larger part of the issued sample for the comparison group (80 per cent).