T-Levels ‘recommended by fewer than 4% of teachers for engineering careers’

Fewer than 4% of teachers believe that vocational or technical qualifications – including T-Levels and BTECs – are the best route into engineering, a new survey has found.

The figures, released yesterday (25 March) by education-focused organisation EngineeringUK, show uncertainty about T-Levels two-and-a-half years after the first engineering cohort started.

Published in School Report: What teachers know and think about routes into engineering and technology, the survey of 800 STEM teachers from across the UK found that 72% believe either university courses or apprenticeships are the best route into engineering, with an even split (36%) between them. A further 14% said they did not have a preference.

The low level of recommendations for T-Levels and BTECs, and other qualifications including NVQs and HNCs, could be explained by a lack of knowledge among teachers. Only 53% said they were ‘very or fairly confident’ in advising students on vocational or technical pathways, while a third (32%) said they were ‘not very confident or not at all confident’. After parents, teachers are the biggest group giving careers advice to pupils in years 10 to 13.

Most teachers (83%) said they knew which subjects students should take to pursue a career in engineering and technology, while even more (85%) said they would recommend it as a career thanks to its good salaries, career progression and job security.

“In England, the face of vocational and technical education has shifted significantly in recent years, with the introduction of T-Levels and the uncertainty surrounding the future of BTECs and other vocational and technical qualifications,” said an announcement from EngineeringUK, which is supported by IMechE members and fellows.

“Teachers are hugely influential in careers guidance to young people, and it’s encouraging we see an even split between universities and apprenticeships, but more needs to be done on awareness of technical qualifications such as T-Levels,” said EngineeringUK head of research Becca Gooch.

“The newness of some qualifications may have coloured teachers’ opinions of courses, so understanding their knowledge and perceptions of career paths into engineering and technology is important. Teachers need to be supported and equipped with the best knowledge on different career paths into engineering and technology, and ensure they are not biased in offering information on pathways.”

Despite the low levels of awareness, T-Levels have been growing in popularity. Across all subjects, 7,380 students completed courses in 2024 – twice as many as 2023 – with 89% receiving a pass.

T-Levels still represent fewer than 3% of enrolments for incoming 16-year-olds, however, according to the Education Policy Institute. That report also showed that representation issues seen elsewhere in engineering education and the industry are present in T-Levels, with female students making up only 8% of engineering and manufacturing courses.

Closing knowledge gaps

The government and STEM careers organisations should provide greater clarity about the future of existing and new qualifications, including BTECs, to allow teachers greater certainty about recommending these routes, EngineeringUK said. The report found that three-quarters (75%) of teachers have some involvement in planning and delivering careers provision for students at their school or college.

The organisation also called for more support for teachers to help them understand the vocational and technical pathways into engineering and technology, particularly routes other than apprenticeships. “This should also include understanding how different qualifications interact and feed into each other,” the announcement said.

“These findings can really help us to understand knowledge gaps and where teachers need support to improve their awareness of the full breadth of routes into engineering and technology,” Gooch said.

In December, the government introduced T-Level changes including enabling students to complete up to 20% of their placement hours remotely, rather than having to do them from a physical workplace. It also made it possible to carry out ‘simulated’ placement activity at schools or colleges, overseen by industry placement employers. This could be “especially helpful for high-risk industries such as engineering and manufacturing”, an announcement said.

EngineeringUK's EUK Education, which works with IMechE, provides support for teachers and careers advisers to help them understand and share the breadth of careers available in engineering and technology. Schools can access free resources, bursaries, lesson plans and content, find STEM outreach, and participate in events including The Big Bang Fair.