business and technology education council

We value your privacy

We use cookies to allow this site to work for you, improve your user experience, and to serve you advertising tailored to your interests. Let us know if you agree to all cookies. You can manage your preferences at any time

Your Privacy

We use cookies, which are small text files placed on your computer, to allow the site to work for you, improve your user experience, to provide us with information about how our site is used, and to deliver personalised ads which help fund our work and deliver our service to you for free.

The information does not usually directly identify you, but it can give you a more personalised web experience.

You can accept all, or else manage cookies individually. However, blocking some types of cookies may affect your experience of the site and the services we are able to offer.

You can change your cookies preference at any time by visiting our Cookies Notice page. Please remember to clear your browsing data and cookies when you change your cookies preferences. This will remove all cookies previously placed on your browser.

For more detailed information about the cookies we use, or how to clear your browser cookies data see our Cookies Notice

Manage consent preferences

These cookies are necessary for the website to function and cannot be switched off in our systems.

They are essential for you to browse the website and use its features.

You can set your browser to block or alert you about these cookies, but some parts of the site will not then work. We can’t identify you from these cookies.

These help us personalise our sites for you by remembering your preferences and settings. They may be set by us or by third party providers, whose services we have added to our pages. If you do not allow these cookies, then these services may not function properly.

These cookies allow us to count visits and see where our traffic comes from, so we can measure and improve the performance of our site. They help us to know which pages are popular and see how visitors move around the site. The cookies cannot directly identify any individual users.

If you do not allow these cookies we will not know when you have visited our site and will not be able to improve its performance for you.

These cookies may be set through our site by social media services or our advertising partners. Social media cookies enable you to share our content with your friends and networks. They can track your browser across other sites and build up a profile of your interests. If you do not allow these cookies you may not be able to see or use the content sharing tools.

Advertising cookies may be used to build a profile of your interests and show you relevant adverts on other sites. They do not store directly personal information, but work by uniquely identifying your browser and internet device. If you do not allow these cookies, you will still see ads, but they won’t be tailored to your interests.

The shortcut to your shortlist

Make your university search faster and less stressful. Get a personalised shortlist by selecting what matters to you.

CHOOSE ONE OR MORE

Popular universities

University of Kent
University of East Anglia UEA
University of Chester
Coventry University
University of Aberdeen
University of Portmouth
Nottingham Trent University
University of Sunderland
London Metropolitan University
London South Bank University
University of East London
BROWSE ALL UNIVERSITIES

Course search

Popular undergraduate courses.

Computer Science
LLB Bachelor of Laws
Biomedical Sciences
Physiotherapy
Sports Science

Open days search

Upcoming open days.

Norwich University of the Arts
Wiltshire College and University Centre
Ravensbourne University London
University of Worcester
University of South Wales

Article search

What is a BTEC diploma?

What is a btec, who can do one and what can you do with them afterwards.

What is a BTEC?

What are the different types of btec, who are they for , how do they work, what are the entry requirements for a btec, can you get into uni with a btec, what else can you do with your btec.

A BTEC is an alternative qualification to A Levels and is short for Business and Technology Education Council. BTECs have more of a work-related focus combining subject theory with practical learning. You can combine a BTEC with A Levels, so it doesn’t have to be an either/or scenario.

What are the benefits of studying a BTEC?

BTECs are a great option if you already know what area of work you’d like to explore like health and social care, business or engineering. They’ll prepare you for the workforce and give you valuable industry experience, increasing your employability.

A BTEC might suit you if you’re someone who learns best through practical application.

There are three main types of BTEC:

BTEC Firsts, a similar level to GCSEs and an introductory through to Level 2 qualification. It enables you to go onto an apprenticeship, further study or a job
BTEC Nationals, a similar level to A Levels and available from Level 3. This qualification is recognised by many universities if you want to do an undergraduate degree
BTEC Apprenticeships, available in a range of different fields from Level 2 to Level 5, offering a pathway into employment

Who are they for?

BTEC qualifications are available to secondary school students, typically starting at Key Stage 4 alongside or as an alternative to GCSEs at a beginner’s level.

The BTEC Level 3 can be taken by students after completing their GCSEs or equivalent qualifications. Post-16 students can choose from a range of courses that align with their interests and career aspirations.

BTEC Level 3 courses are available at a range of places such as schools with sixth forms and further or higher education colleges.

It’s a good idea to do some research on the different courses available in your local area, checking content, duration and entry requirements. Once you’ve found a course, you usually apply via the institution’s website who will then notify you to say whether your application has been successful. If you accept their offer, there’ll be an enrolment process to follow before starting the course.

Processes and deadlines do vary from one college to another. Do contact the institution’s admissions office if you have any queries.

How are BTEC diplomas assessed?

BTECs are assessed differently to GCSEs or A Levels. The grading scale, starting with the highest possible grade, is:

Starred Distinction/Distinction Star (D*)
Distinction (D)

If you're taking a BTEC worth two A-Levels, you'll receive a result made up of two BTEC grades, for example D*D, or DM. If you're doing a BTEC equivalent to multiple A-levels, this will be displayed in a similar way, for example DDD or MMP.

UCAS points

You’ll usually need up to five GCSEs at grade 9 to 4, or A* to C to study a BTEC National. Entry requirements do vary by school or college and the BTEC course you’re interested in.

Yes, more than 100,000 BTEC students apply to universities every year. However, some institutions are more open to BTECs that others so do check this when doing your research, especially if you’ve got your eye on a Russell Group university.

BTECs are a versatile qualification. Instead of going to university, you might decide to get a job, do an apprenticeship, or even continue with a higher-level BTEC qualifications e.g., Level 4 and Level 5, to deepen your knowledge and skills in your chosen area.

Other alternative qualifications to A Levels

Artificially intelligent robot putting on a label

Study Artificial Intelligence, why & how to study

With Artificial Intelligence (AI), you can construct intelligent systems that support our...

NHS nurses talking about their experience and role

Study Nursing, why & how to study

Read about studying Nursing and what it’s like to be a nurse – to see if it could be the...

Mechanical Engineer Holds Component while Chief Engineer Works on Computer

Study Manufacturing & Production Engineering, why...

If you enjoy both analytical thinking with a creative approach, read on to see how...

Is this page useful?

Sorry about that..., how can we improve it, thanks for your feedback.

Applying to Uni
Apprenticeships
Health & Relationships
Money & Finance

Personal Statements

Postgraduate
U.S Universities

University Interviews

Vocational Qualifications
Accommodation
Budgeting, Money & Finance
Health & Relationships
Jobs & Careers
Socialising

Studying Abroad

Studying & Revision
Technology
University & College Admissions

Guide to GCSE Results Day

Finding a job after school or college

Retaking GCSEs

In this section

Choosing GCSE Subjects

Post-GCSE Options

GCSE Work Experience

GCSE Revision Tips

Why take an Apprenticeship?

Applying for an Apprenticeship

Apprenticeships Interviews

Apprenticeship Wage

Engineering Apprenticeships

What is an Apprenticeship?

Choosing an Apprenticeship

Real Life Apprentices

Degree Apprenticeships

Higher Apprenticeships

A Level Results Day 2024

AS Levels 2024

Clearing Guide 2024

Applying to University

SQA Results Day Guide 2024

BTEC Results Day Guide

Vocational Qualifications Guide

Sixth Form or College

International Baccalaureate

Post 18 options

Finding a Job

Should I take a Gap Year?

Travel Planning

Volunteering

Gap Year Guide

Gap Year Blogs

Applying to Oxbridge

Applying to US Universities

Choosing a Degree

Choosing a University or College

Personal Statement Editing and Review Service

Guide to Freshers' Week

Student Guides

Student Cooking

Student Blogs

Top Rated Personal Statements

Personal Statement Examples

Writing Your Personal Statement

Postgraduate Personal Statements

International Student Personal Statements

Gap Year Personal Statements

Personal Statement Length Checker

Personal Statement Examples By University

Personal Statement Changes 2025

Personal Statement Template

Job Interviews

Types of Postgraduate Course

Writing a Postgraduate Personal Statement

Postgraduate Funding

Postgraduate Study

Internships

Choosing A College

Ivy League Universities

Common App Essay Examples

Universal College Application Guide

How To Write A College Admissions Essay

College Rankings

Admissions Tests

Fees & Funding

Scholarships

Budgeting For College

Online Degree

Platinum Express Editing and Review Service

Gold Editing and Review Service

Silver Express Editing and Review Service

UCAS Personal Statement Editing and Review Service

Oxbridge Personal Statement Editing and Review Service

Postgraduate Personal Statement Editing and Review Service

BTECs Guide

What is a btec.

BTEC stands for 'Business and Technology Education Council' , which used to run the award, first introduced in 1984.

BTECs are awarded by EdExcel and are taken in more than 100 countries at all levels, from pre-GCSE to Degree equivalent.

They are vocational and work-related courses, designed to accommodate the needs of employers and allow students to progress to further and higher education.

A BTEC takes a practical approach to learning, without missing any of the important theory on the subject.

BTECs are extremely reputable , having been around for 25 years now, so rest assured you will be embarking on an excellent course.

Why should I take a BTEC?

There are a couple of reasons why you may want to choose a BTEC over other qualifications.

First, they are recognised by a large number of companies across a wide range of industries.

As well as being developed in partnership with industry representatives so all employer and student needs are met, many professional bodies offer successful BTEC students exemptions for their own accredited qualifications.

Second, if you are not fond of taking exams and find the pressure causes you to under-perform, a BTEC will allow you to undertake a number of units for which you wil present evidence, based on real-life work and studies.

This means you can demonstrate your skills and knowledge through a practical situation rather than sweating it out in an exam hall.

You will be provided with personal guidance and support by your teacher, who will also help you meet deadlines and reach your full potential.

How do BTEC qualifications work?

There are different sizes of BTEC qualification at each level. Generally:

The smallest is the Award
Then the Certificate
And the largest is the Diploma

Unit results are graded as Pass, Merit or Distinction .

The number of units varies according to the design and focus of each qualification, and all students complete realistic work-based assignments, which are internally assessed.

Assessment decisions and quality assurance procedures in each centre are regularly checked by EdExcel .

What are the different BTEC levels?

BTECs are offered at a number of different levels. We've outlined them below for clarification, and to ensure you choose the correct level to take.

Firsts – for learners to develop confidence and initial skills for either a broad work sector or everyday life
Nationals (Level 3) - specialist qualifications for students with a clear view of their future career or seeking progression to higher education
Foundation Diploma in Art and Design (Level 3) – preparation for entry to higher education to study art and design
Higher Nationals (Level 5) – higher education qualifications widely recognised by universities and professional bodies
Development and Professional Development qualifications (Levels 4-7) – short courses needed for professional development
BTEC Short Courses - available at all levels
WorkSkills (Entry 3 - Level 1) – a suite of skills-based employability units.

You can read more about the different types of BTEC qualification available at the EdExcel BTEC website .

How long does a BTEC take?

A BTEC will generally take one to two years to complete, depending on whether you study for the course full time or part time.

When can I take a BTEC?

BTECs are flexible. They can be taken alongside, or in place of, GCSEs and A levels and alongside Diplomas in schools and colleges.
BTECs are mode-free and the time taken to complete them depends on the size and level of the qualification.
Each BTEC programme has identified guided learning hours.

Take a look at the website of the college(s) you are thinking of applying to, and see their academic deadlines and term dates for the course.

What BTEC subjects can I take?

BTECs currently cover the following subject areas:

Applied Science
Art and Design
Business and Services
Children and Young People
Construction and the Built Environment
Driver Training
Engineering
Hair and Beauty
Health and Social Care
Hospitality, Travel and Tourism
Land-based and Environment
Performing Arts and Music
Public Services and Uniformed Services

What is a BTEC qualification worth?

BTEC qualifications are fully recognised as holding equivalences to GCSEs and A Levels (dependent upon the level of BTEC qualification taken), and can be used towards the UCAS points needed for an university application.

An example of this could be using a Level 3 BTEC Diploma, with a DD grade, to count up to 240 UCAS tariff points towards your application. Furthermore, a Level 2 BTEC First Diploma is worth the equivalent of four grade 9 - 4 GCSEs.

This means you can take a Level 1 BTEC First independently alongside GCSEs, or work towards them both in the same subject area.

How do I apply for a BTEC?

The website of the further education college you wish to apply to will either have a paper application form for you to download and fill out, or you may be able to apply for the course directly online.

Colleges are likely to ask you for hard copies of your GCSE results as proof, and you may also be invited to interview depending on the levle and/or type of course you are applying for. This is usually just to check that you are applying for the course most suited to you.

Further information

To find out more about BTECs, please see:

Why Vocational Qualifications Aren't A Waste Of Time
BTECs vs. A-levels

Log in
Site search

BTEC diplomas

Whether you're interested in exploring if a particular profession is for you, or are looking for an entry route to university, BTEC National diplomas are an excellent choice

What is a BTEC diploma?

Standing for the Business and Technology Education Council, BTECs are specialist vocational qualifications you can study at school or college. These flexible work-related courses bring together subject theory with practical learning.

Along with the raft of new T Levels , BTEC National diplomas provide a viable alternative to A-levels , although you can also choose to study A-levels at the same time as completing this BTEC qualification. They're best suited to those with an interest in a specific industry but haven't yet settled on a particular role.

As these qualifications have been developed with input from employers, more than 2,000 courses are currently available across many industries, from science and engineering to business, IT and the media.

How long do BTECs last?

If taken as a standalone course, a BTEC will typically take one to two years to complete, depending on whether you choose to study full or part time.

However, they can also be taken alongside other academic qualifications such as A-levels or as part of an apprenticeship.

What level is a BTEC?

There are three main types of BTEC:

BTEC Firsts - up to Level 2 (equivalent to GCSE standard).
BTEC National diplomas - from Level 3 (a similar standard to having studied three A-levels or a T Level).
BTEC Apprenticeships - from Levels 2 to 5 ( higher apprenticeship standard).

While BTEC Nationals are also available at two other levels - award (equivalent to one A-level) and certificate (two A-levels) - a BTEC National Level 3 diploma would be ideal if you're thinking of going to university .

Discover what your BTEC qualification would be worth in terms of UCAS Tariff points by viewing the table below.

What subjects are they available in?

There are BTEC diplomas relevant to the following subjects/sectors:

art and design
construction
engineering
health and social care
hospitality
performing arts
public and protective services
transport, travel and tourism.

Read more about some of the Level 3 subjects you can study in Pearson's BTEC Nationals sector guide .

How are they structured?

The BTEC qualification is comprised of different core units covering specialist topics required by the sector or industry. There are also optional units to pick from, providing students with the opportunity to deepen their understanding of a particular area of interest, ensuring that what they're learning about fits in with their future plans.

Students are assessed through a number of written and activity-based assignments. For instance, if the BTEC was related to the creative arts and design sector this could be in the form of an individual/group dance or acting performance.

Some BTECs may expect you to complete some work experience to demonstrate your technical proficiency in or knowledge of a certain area - for example, by coming up with a business plan for a company you've been placed with or showing that you've developed the key entry-level electrical engineering skills demanded by the sector.

What about online BTEC courses?

A range of online BTECs are available from distance learning course providers such as:

GlobalEdulink - Pearson BTEC
Oxford Learning College - BTEC
Reed Courses - Online BTEC courses

There are online options for many subjects with courses lasting from 32 weeks up to two years.

Get the lowdown on online college courses and online learning in general.

What are the entry requirements?

While entry requirements can vary according to the course and the school or college, you'll typically need up to five GCSE passes at grade 9 to 4.

For example, to get onto the Business BTEC at Newman College, you'll need five GCSEs, with most at grade 5 or above. Achieving grade 4 in English language is an essential entry requirement.

At Carmel College, to gain a place on their Sport BTEC, you'll require a grade 4 in GCSE PE (or a merit in BTEC Level 2 PE) plus grade 4 in GCSE English language, maths and science.

What can BTEC students go on to do?

Once you've successfully completed your BTEC National diploma, you'll have a wider range of options open to you than prior to starting the qualification. For instance, you could look for a job now you have the right knowledge/skills, progress to degree-level study or undertake a professional development course. Alternatively, you may wish to think about doing a degree apprenticeship .

Find out more

Consider the job sectors you'd like to work in.
Explore HNC qualifications .
Read our guide to higher education qualifications .

How would you rate this page?

On a scale where 1 is dislike and 5 is like

Dislike 1 unhappy-very
Like 5 happy-very

Thank you for rating the page

About: Business and Technology Education Council

The Business and Technology Education Council (BTEC) is a provider of secondary school leaving qualifications and further education qualifications in England, Wales and Northern Ireland. Whilst the T in BTEC previously stood for Technical, according to the DFE (2016) it now stands for Technology. BTECs originated in 1984 and were awarded by Edexcel from 1996. Their origins lie in the Business Education Council, formed in 1974 to "rationalise and improve the relevance of sub-degree vocational education". It is a wholly owned subsidiary of Pearson plc.

Business and Technology Education Council

The Business and Technology Education Council ( BTEC ) is a provider of secondary school leaving qualifications and further education qualifications in England , Wales and Northern Ireland . While the T in BTEC stood for Technical, according to the DfE (2016) it now stands for Technology. [1] BTECs originated in 1984 and were awarded by Edexcel from 1996. [2] Their origins lie in the Business Education Council, formed in 1974 to "rationalise and improve the relevance of sub-degree vocational education". [3] They are the responsibility of the Minister of State for Skills, Apprenticeships and Higher Education in the Department for Education .

Qualification subjects

Awards and course system, university level awards (level 6+), school leaving qualification (level 3), school leaving qualification (level 2).

BTEC qualifications, especially Level 3, are accepted by all UK universities (in many instances combined with other qualifications such as A Levels) when assessing the suitability of applicants for admission, and many such universities base their conditional admissions offers on a student's predicted BTEC grades.

A report by the Social Market Foundation in January 2018 found that more than a quarter (26%) of university applicants in England entered HE with at least one BTEC qualification. [4] The research found that BTECs provide a particularly significant route to higher education for specific groups, with almost half students entering university with a BTEC, alongside large numbers of students in specific regions, including the North West , Yorkshire and the Humber , North East and West Midlands . [4] This followed a separate report published by HEPI in 2017 on BTECs and higher education. [2]

Examples of qualifications include:

Animal Management
Applied Law
Applied Science
Applied Psychology
Art & Design
Children's Care and Learning
Creative Digital Media Production
Early Years & Education
Engineering
Hair & Beauty
Hospitality
Health & Social Care
Music / Music Technology
Performing Arts
Public Services
Sports Science
Travel & Tourism

The BTEC Level 3 Extended Diploma dates back to the 1930s as a full-time three-year course. After the Haselgrave Report, the Business Education Council (BEC) and Technician Education Council (TEC) took over the accrediting of this qualification (called the "Ordinary National Diploma") and others in the stable, such as the National Certificate, Higher National Certificate and Higher National Diploma . The portfolio of courses was integrated when the BEC and TEC merged to form BTEC. [5]

The BTEC (Business and Technology Education Council) was formed by the merger of the Business Education Council (BEC) and the Technical Education Council (TEC). The University of London Examinations & Assessment Council (ULEAC) and BTEC merged to form Edexcel . [6] [5]

The following Level 6,7 or 8 courses are known as BTEC Strategic Awards . The qualification names for Level 6+ courses changed dependent on whether they were awarded through the forthcoming National Qualification Framework (NQF) or the predecessor Qualification Credit Framework (QCF) and represent University level awards:

The following Level 3 courses, known as BTEC National Diplomas , are intended for those with five or more GCSE grades A*-C including English, mathematics and science. The qualification names for Level 3 courses changed dependent on whether they were awarded through the forthcoming National Qualification Framework (NQF) or the predecessor Qualification Credit Framework (QCF):

The following Level 2 courses, known as BTEC Firsts, are intended for students at GCSE level as a vocational equivalent. There are no BTEC courses for English, or mathematics. Students who do not achieve the minimum Level 2 Pass grade will receive a Level 1 Pass in the given qualification equivalent to GCSE grades D-E and therefore does not count to the A*-C measurement system. The qualification names for Level 2 courses changed dependent on whether they were awarded though the current National Qualification Framework (NQF) or the predecessor Qualification Credit Framework (QCF):

Institute for Apprenticeships and Technical Education
Council for National Academic Awards
National Vocational Qualification
Cambridge Technicals

MAKE AN ENQUIRY

OUR COURSES DIPLOMA IN EDUCATION AND TRAINING HND HEALTH AND SOCIAL CARE HND IN HOSPITALITY MANAGEMENT BA (HONS) INTERNATIONAL HOSPITALITY MANAGEMENT HND IN BUSINESS MARKETING HND IN BUSINESS ACCOUNTING AND FINANCE BSC (HONS) ACCOUNTING AND FINANCE BA (HONS) BUSINESS MANAGEMENT TOP-UP IN ACCOUNTING AND FINANCE TOP-UP IN DEGREE BUSINESS MANAGEMENT

What is a BTEC Diploma?

Can one do two Undergraduate courses at the same time? | Mont Rose College

Introduction to BTEC Diploma

A BTEC Diploma or Business and Technology Education Council Diploma are specialised courses designed for work-related qualifications. These courses combine practical learning approaches with the theory content in accordance to the subject under study. BTECs are vocational qualifications and are practical in nature. The BTEC courses would suit both your learning interest as well as help you devise plans of what to do after your studies.

There are 2,000+ BTEC qualifications available across 16 sectors. All of them are available right from entry level to Level 7 professional qualifications , which is equivalent to the postgraduate level. Some of the BTEC qualifications include –

Business Studies
Applied Science
Art and Design
Engineering
Construction
Health and Social Care
Hospitality
Performing Arts
Computer Science and ICT
Public Services
Travel and Tourism

BTECs are developed for the those who are interested in specific sectors or industries, but who aren’t sure yet which job they would be doing in the near future. If you are one among them, you can choose to study a BTEC Diploma course at Level 2 or 3. While some prefer to do it alongside their academic qualifications , there are some who want to carry on studying as a part of a larger programme, for example, an apprenticeship . You can also do the BTEC Diploma as a standalone and independent course.

Different Types of BTEC Diploma

BTEC courses are further classified into three primary levels of study. These are:

BTEC Firsts – These courses are available from the entry level through Level 2, which is equivalent to GCSEs. These courses provide fundamental knowledge and introduction to work across the vocational sector. If you do the BTECs alongside other qualifications, your doors to higher education will open up. After the BTEC Firsts, you can choose to go for an apprenticeship or into your desired employment options.
BTEC Nationals – These courses are available from Level 3, which are similar to A-Levels. A majority of these courses are recognised by further education colleges, universities and employers. Getting a BTEC National qualification would help you find good employment opportunities. You can also do a BTEC National course for continuing with higher studies or pursuing professional development programmes.
BTEC Apprenticeships – These courses are available from Level 2 through Level 5 for more than 25 different sectors.

BTECs are often considered as an alternative option to the A-Levels. There are several BTEC levels, which include –

Levels 1-2: These are equivalent to GCSE.
Level 3: These are equivalent to A-Levels
Levels 4-7: These are Degree equivalent

Apart from the above, a BTEC Subsidiary Diploma is considered similar to one A-Level, and a BTEC Diploma course is regarded as the same as two A-Levels. A BTEC Extended Diploma course , on the other hand, would count as three A-Levels. Hence, you would have the option of studying a mix of courses as per your requirements. For example, you can either study a combination of BTECs or choose to mix BTECs with A-Levels.

Dating back to the 1930s, the BTEC Level 3 Extended Diploma was a three-year full-time course. But after the Haslegrave Report, the BEC (Business Education Council) and the TEC (Technician Education Council) took the responsibility to accredit this qualification, which was known as the Ordinary National Diploma. Along with this, other qualifications were also getting accreditation, including the National Certificate, Higher National Diploma (HND) and Higher National Certificate (HNC).

BTEC Diploma Course Structure

The BTEC qualifications are quite flexible, and you can pursue one alongside some other career options. You can even do it with or as a substitute for GCSEs or A-Levels in colleges and schools. These are generally full-time courses and are studied either in college or as a joint course between a college and a school.

The BTEC Diploma courses are divided into several units, covering specific areas of understanding, knowledge and skills that are required by the particular industry or sector.

Every BTEC student has to take the core units that provide a broad understanding and foundation about the concerned sector.
You can also choose from optional units, which enable the candidates to focus on particular areas of interests. These units also help students to make systematic plans about their further studies, employment or apprenticeship goals.
The BTEC Diploma course comprises a series of assignments, some of which are written and others are activity-based. The latter might involve creating film clips, creating business plans or planning and implementing certain performance. Depending on the course guidelines, the candidates can either complete their assignments individually or as a part of a team. There are some BTEC courses that allow students to apply their knowledge, skills and understanding through work experience.

Entry Requirements for a BTEC Diploma

The entry requirements of a BTEC Diploma course vary depending on the particular college or school and also on the particular course one is opting for. However, the minimum entry requirement for a BTEC Diploma is five GCSE subject passed with grades from A* to C or 9 to 4, which should cover English, Science and Maths.

Career Opportunities after Completing a BTEC Diploma

Here is a brief career opportunities guide for those who completed either a BTEC Nationals or BTEC Firsts:

BTEC Nationals – After completing a BTEC National qualification, holders can head on towards employment or even choose to continue with further education in the same or some other related field of study. Candidates can also continue with some other higher education or specialised professional development programmes.
BTEC Firsts – The candidates completing BTEC Firsts can go on further education at Level 3, such as the BTEC Nationals. One can also choose to go into employment or do an apprenticeship.

Now, the question may arise: do universities really accept BTEC qualifications? The fact is, even though in the past most universities preferred A-Levels, it is not so in the current days. Times are changing, and today, universities are happy to accept candidates with even just one BTEC qualification, as it is similar to three A-Levels. However, you simply need to check for the eligibility criteria of the course you are applying for. Also, do consider to check out the minimum grades, merits, UCAS points or distinction required to apply for a particular course.

So if you are unsure about which line of courses you should follow, you need to set your goals first. Accordingly, you can consider studying the subject of your choice, or even decide upon taking vocational qualifications . You can also pursue work or become a volunteer or start an apprenticeship while studying part-time.

We are here to help you out.

+44 20 8556 5009

[email protected]

Our Campuses //

Mont Rose House 412-416 Eastern Avenue, Gants Hill, IG2 6NQ
Shakespeare House 267 Cranbrook Rd, Ilford IG1 4TG, United Kingdom
Churchill House 287-289 Cranbrook Road Ilford Essex IG1 4UA

Student Information

Student Moodle
Student Email
Moodle Login
Apply for 18+ Oyster Card

Useful Links

Journal of Academic Reviews
HESA Fair Processing Notices
Buckinghamshire New University
Right to Access
MRC Policies
GDPR Policy

Get in Touch

Our Campuses

Privacy Overview
Strictly Necessary Cookies

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

Subscriber Services
For Authors
Publications
Archaeology
Art & Architecture
Bilingual dictionaries
Classical studies
Encyclopedias
English Dictionaries and Thesauri
Language reference
Linguistics
Media studies
Medicine and health
Names studies
Performing arts
Science and technology
Social sciences
Society and culture
Overview Pages
Subject Reference
English Dictionaries
Bilingual Dictionaries

Edited by: Susan Wallace

Find at OUP.com
Google Preview
Share This Facebook LinkedIn Twitter

Related Overviews

Publishing Information
General Links for this Work
Notes on the Contributors
Educational Provision in Some Other English‐Speaking Countries
Next Version

Business and Technology Education Council (BTEC)

An awarding body for the further education sector formed in 1974 as a result of a merger between the Business ...

Access to the complete content on Oxford Reference requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs , and if you can''t find the answer there, please contact us .

Oxford University Press

PRINTED FROM OXFORD REFERENCE (www.oxfordreference.com). (c) Copyright Oxford University Press, 2023. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single entry from a reference work in OR for personal use (for details see Privacy Policy and Legal Notice ).

date: 24 April 2024

Cookie Policy
Privacy Policy
Legal Notice
Accessibility
[66.249.64.20|185.39.149.46]
185.39.149.46

Character limit 500 /500

Business and Technician Education Council

The Business and Technology Education Council ( BTEC ) is a provider (existing as part of Pearson Education Ltd) of secondary school leaving qualifications and Further education qualifications in England , Wales and Northern Ireland . Whilst the T in BTEC it has been mistakenly understood to stand for Technician, according to the DFE (2016) it actually stands for Technology. [1]

BTEC qualifications, especially Level 3, are accepted by many universities (excluding Cambridge and Oxford unless combined with more qualifications) when assessing the suitability of applicants for admission, and many such universities base their conditional admissions offers on a student's predicted BTEC grades.

1 Qualification Subjects
3.1 School leaving qualification (Level 3)
3.2 School leaving qualification (Level 2)
3.3 Further education (Adult courses) RQF or QCF
5 References

Qualification Subjects

BTEC qualifications are in theory equivalent to other qualifications, such as the General Certificate of Secondary Education (GCSE) (levels 1 to 2), A Level (level 3) and university degrees (levels 6 to 7). BTECs are undertaken in vocational subjects ranging from business studies to engineering . Examples of qualifications include:

Animal Management
Applied Science
Art & Design
Childrens Care & Learning
Creative Digital Media Production
Engineering
Hospitality
Health & Social Care
Music / Music Technology
Performing Arts
Public Services
Travel & Tourism

The BTEC (Business and Technology Education Council) was formed by the merger of the Business Education Council (BEC) and the Technician Education Council (TEC). The University of London Examinations & Assessment Council (abbr. ULEAC) and BTEC merged to form Edexcel . [2]

Awards and course system

School leaving qualification (level 3).

The following Level 3 courses, known as BTEC Nationals, are intended for those with five or more GCSE grades A*-C including English, mathematics and science. The qualification names for Level 3 courses changed dependant on whether they were awarded though the forthcoming National Qualification Framework (NQF) or the predecessor Qualification Credit Framework (QCF):

School leaving qualification (Level 2)

The following Level 2 courses, known as BTEC Firsts, are intended for students at GCSE level as a vocational equivalent. There are no BTEC courses for English, or mathematics. Students who do not achieve the minimum Level 2 Pass grade will receive a Level 1 Pass in the given qualification equivalent to GCSE grades D-E and therefore does not count to the A*-C measurement system. The qualification names for Level 2 courses changed dependant on whether they were awarded though the current National Qualification Framework (NQF) or the predecessor Qualification Credit Framework (QCF):

Further education (Adult courses) RQF or QCF

BTEC Level 7 Diploma - A Master's Degree level course
BTEC Level 6 Diploma - A Bachelors Degree level course
BTEC Level 5 Higher National Diploma
BTEC Level 4 Higher National Certificate
Council for National Academic Awards
National Vocational Qualification
Scottish Qualifications Authority , an equivalent Scottish body
↑ http://www.education.gov.uk/schools/performance/archive/schools_95/sec4.shtml
↑ Lua error in package.lua at line 80: module 'strict' not found.

Educational qualifications in the United Kingdom
United Kingdom education stubs
Pages with script errors
All stub articles

Request account
View source
View history
Recent changes
Random page
Infogalactic News
Buy an account
What links here
Related changes
Special pages
Printable version
Permanent link
Page information
Cite this page
This page was last modified on 19 May 2016, at 18:03.
Content is available under Creative Commons Attribution-ShareAlike License unless otherwise noted.
This article's content derived from Wikipedia, the Free Encyclopedia ( See original source ).
Privacy policy
About Infogalactic: the planetary knowledge core
Disclaimers
Mobile view

Search Short Courses
Online Courses
Certification Testing
Short Course Spotlight
Apprenticeships
Computer & Technology Training
Film Industry Training
Health Care Training
Industrial Training
Leadership & Staff Development
Safety Training
Underground Training
Starting a Business
Programs and Classes
Business Consulting
REQUEST INFO
ACADEMIC CALENDAR
High School Students
Academic Credit
Adult Education & Family Literacy
Academic Calendar
Consumer Information
Admissions Team
Virtual Visit
Financial Aid
Scholarships & Waivers
Tuition & Fees
Organizations
Conferences and Events
Online Apparel Store
Summer Camp
Career Services
Disability Services
Crisis Intervention and Referrals
Student Insurance
Request Transcript
Transportation
College Credit
Graduation Requirements
Career Readiness Certificate
Surplus Items
Mission & Vision
The Meridian District
Fast Facts & Annual Report
Bid Information
Phone Backgrounds
Diversity and Inclusion
Board of Education
MTC Leadership
Work at Meridian
GED and HiSet
Campus Visit
Scholarships & Tuition Waivers
Tuition & Fees
Area Job Board
Mission & Vision
Fast Facts and Annual Report
Meridian in the News
Staff Login
Tailored Approach
Computer Training
Leadership & Staff Development
Entrepreneurship Overview
Start a Business
Classes/Programs
SOUTH CAMPUS
MERIDIAN TECHNOLOGY CENTER 1312 South Sangre Road Stillwater, OK 74074 405.377.3333 Toll Free 888.607.2509 CALL DIRECTIONS

Producing work-ready graduates is the goal of each of the 20 plus training programs at Meridian Technology Center. Instructors ensure this occurs through Business and Education Councils that include industry experts, recent graduates and current students.

“I want to know if I’m setting students up for success,” explained Wayne Ford, an instructor in Meridian’s Electrical Technology program. “This process gives us direct feedback. Input from my Business and Education Council has helped push this program in the right direction.

In addition to providing suggestions on program equipment and curriculum content, council members share insights on industry changes that include growth and declines, plus an industry-specific employment outlook and salary ranges. Meetings also assess the skills, knowledge and abilities that are considered the most critical for each industry and identifying which credentials are in the greatest demand.

Ford’s recent council meeting specifically addressed the need for additional training opportunities. Council member Ron Morris, the electrical field supervisor with the state’s Construction Industries Board, noted there was a gap in the area of finding electricians skilled in the area of troubleshooting.

“There are electricians who are so good at wiring a house that they could probably do it blindfolded,” he said. “The problem is that when it comes to being able to identify and troubleshoot an issue, they are at a standstill.”

Current student Xander Barker commented that students can troubleshoot issues but that it is more of an accident than a part of the curriculum.

“I definitely agree that knowing more about troubleshooting would be helpful. Recently, a panel wasn’t working, and we had to try to figure out what was wrong with it,” the Stillwater student said. “We finally figured out that it was just a bad GFCI outlet.”

Other council members agreed. Ford noted that students learn the “right way” to wire and that the program could easily incorporate an additional workstation to focus on this aspect. Previous changes Ford has made with input from council members include restructuring the program so students could earn hours toward apprenticeships, dividing the program into residential and commercial career majors and implementing a grading sytem that encourages students to focus on advanced skill attainment.

Council members also provide feedback on the strength of a Meridian education. Last year, 97% of participants rated Meridian excellent or above average for curriculum, instruction, equipment and technology. In addition to providing guidance to instructors, many council members engage with students throughout the year outside of council meetings.

Morris’s commitment to serving as a council member runs deep. In high school, he studied electrical technology at Mid-America Technology Center, and his son is a graduate of Meridian’s program. As a council member he is a frequent guest speaker and serves as a skills contest judge.

“This is one way that I can continue to give back to this industry,” he said of his commitment to serve. “I know the value of a CareerTech education.”

The Electrical Technology Business and Education Council includes industry representatives Bruce Field, Elite Electric; James Johnson, Locke Supply; Donna Parrish, Parrish Electric; Ron Morris, Construction Industries State Board of Oklahoma; Charlie Peterson, Habitat for Humanity; Hal Pettitt, Richardson Homes; and current students Hollis Mayfield and Xander Barker.

Ford was intentional with inviting members to join the council. In addition to having representatives from several communities Meridian serves, he wanted to have members who work in various aspects of the field.

“When they’re here, they are getting the foundation they need, but it’s important for students to know how diverse this industry is,” Ford said. “They can have a successful career as an electrician, working in distribution and in licensing. I want them to know what’s possible.”

Meridian welcomes members of local businesses that represent or hire graduates of any of the programs Meridians offer to serve on a program’s Business and Education Council. Contact us at (405) 377-3333 or toll-free at (888) 607-2509 to learn more.

business and technology education council

Ron Morris serves as a member of the Electrical Technology Business and Education Council.

James Johnson is a member of the Electical Technology Business and Education Council.

Business and Technical Education Council (Q5001836)

Identifiers, wikipedia (3 entries).

enwiki Business and Technology Education Council
gawiki BTEC
jawiki 商業技術教育委員会

Wikibooks (0 entries)

Wikinews (0 entries), wikiquote (0 entries), wikisource (0 entries), wikiversity (0 entries), wikivoyage (0 entries), wiktionary (0 entries), multilingual sites (0 entries).

Mobile Menu Overlay

The White House 1600 Pennsylvania Ave NW Washington, DC 20500

United States-Japan Joint Leaders’ Statement

Global Partners for the Future

Over the course of the last three years, the U.S.-Japan Alliance has reached unprecedented heights. We arrived at this historic moment because our nations, individually and together, took courageous steps to strengthen our collective capacity in ways that would have seemed impossible just a few years ago. Today, we, President Joseph R. Biden, Jr. and Prime Minister KISHIDA Fumio, celebrate this new era of U.S.-Japan strategic cooperation during the Prime Minister’s Official Visit and State Dinner in Washington, D.C.—and pledge that the United States and Japan will continue our tireless work, together and with other partners, to realize a free and open Indo-Pacific and world.

In this new era of U.S.-Japan cooperation, we recognize that global events affect the security and stability of the Indo-Pacific, and that developments in our shared region reverberate around the world. We are therefore working together, across all domains and at all levels, to build a global partnership that is fit for purpose to address the complex, interconnected challenges of today and tomorrow for the benefit of our two countries and the world. As our Alliance cooperation reaches new heights, we are expanding our engagement to reflect the global nature of our partnership.

At the core of our cooperation is a shared commitment to work with like-minded partners and multilateral institutions to address common challenges and to ensure a world that is free, open, connected, resilient, and secure. These joint efforts are based on our shared fundamental respect for international law, including the protection and promotion of human rights and dignity, the sovereignty and territorial integrity of all states, and the prohibition on acquisition of territory by force. Our purpose as partners is to uphold and bolster the free and open international order based on the rule of law that has allowed so many nations to develop and prosper, and to ensure our Alliance is equipped to tackle the challenges of the 21 st century.

To advance our global partnership, today we announce several new strategic initiatives to strengthen our defense and security cooperation; reach new frontiers in space; drive technology innovation; bolster economic security; accelerate climate action; partner on global diplomacy and development; and fortify the ties between our peoples. Through our global partnership, we are also synchronizing our strategies, and our two nations have never been more united as we work together to address the most pressing challenges and opportunities of the future.

Strengthening our Defense and Security Cooperation

The core of our global partnership is our bilateral defense and security cooperation under the Treaty of Mutual Cooperation and Security, which is stronger than ever. We affirm that our Alliance remains the cornerstone of peace, security, and prosperity in the Indo-Pacific. President Biden reiterated the unwavering commitment of the United States to the defense of Japan under Article V of the Treaty, using its full range of capabilities, including nuclear capabilities. Prime Minister Kishida reaffirmed Japan’s unwavering commitment to fundamentally reinforce its own defense capabilities and roles, and to enhance its close coordination with the United States under the Treaty.President Biden also reaffirmed that Article V applies to the Senkaku Islands. We reiterated our strong opposition to any attempts by the People’s Republic of China (PRC) to unilaterally change the status quo by force or coercion in the East China Sea, including through actions that seek to undermine Japan’s longstanding and peaceful administration of the Senkaku Islands. We welcome the progress in optimizing Alliance force posture in areas including the Southwestern Islands to strengthen U.S.-Japan deterrence and response capabilities, and we confirm the importance of further advancing this initiative.

The United States welcomes the steps Japan is taking to fundamentally enhance its defense capabilities, including its plans to increase the budget for its defense capabilities and complementary initiatives to two percent of GDP in Japanese Fiscal Year (JFY) 2027 in accordance with Japan’s National Security Strategy, its decision to possess counterstrike capabilities, and its plans to stand up the Japan Self-Defense Forces (JSDF) Joint Operations Command to enhance command and control of the JSDF. Together, these initiatives elevate our defense ties to unprecedented levels and launch a new era of U.S.-Japan security cooperation, strengthening our Alliance and contributing to stability in the Indo-Pacific.

Today, we announce several new strategic initiatives to further advance our Alliance. Recognizing the speed at which regional security challenges evolve and to ensure our bilateral Alliance structures meet these critical changes, we announce our intention to bilaterally upgrade our respective command and control frameworks to enable seamless integration of operations and capabilities and allow for greater interoperability and planning between U.S. and Japanese forces in peacetime and during contingencies. More effective U.S.-Japan Alliance command and control will strengthen deterrence and promote a free and open Indo-Pacific in the face of pressing regional security challenges. We call on our respective defense and foreign ministries to develop this new relationship through the Security Consultative Committee (our security “2+2”). In support of this vision, we also reaffirm our goal to deepen Intelligence, Surveillance, and Reconnaissance cooperation and Alliance information sharing capabilities, including through the Bilateral Information Analysis Cell.

We will also continue to implement efforts to strengthen our Alliance force posture, build high-end base capabilities, and increase preparedness that are necessary to deter and defend against threats. We resolve to deepen bilateral cooperation toward the effective development and employment of Japan’s suite of counterstrike capabilities, including the provision of U.S. materiel and technological support to enhance Japan’s indigenous stand-off programs. The United States expressed its commitment to start the training pipeline and ship modifications for Japan to acquire operational capability of the Tomahawk Land Attack Missile (TLAM) system. We also reaffirmed our pursuit of a Glide Phase Interceptor (GPI) cooperative development program to counter high-end, regional hypersonic threats.

As our countries strengthen our bilateral ties, we will continue to build our relationships with like-minded partners in the region. Today, we announce our vision to cooperate on a networked air defense architecture among the United States, Japan, and Australia to counter growing air and missile threats. Recognizing Japan’s strengths and the close bilateral defense partnerships with the AUKUS countries, AUKUS partners – Australia, the United Kingdom, and the United States – are considering cooperation with Japan on AUKUS Pillar II advanced capability projects. Continuing the momentum from the Camp David Summit, we welcome progress on establishing an annual multidomain exercise between the United States, Japan, and the Republic of Korea (ROK). Recognizing the commitments made in the Atlantic Declaration and the Hiroshima Accord, and as the Indo-Pacific and Euro-Atlantic regions become ever more interlinked, we welcome the announcement of regular U.S.-Japan-UK trilateral exercises, beginning in 2025, as we enhance our shared and enduring security. Building on the announcement at the Australia Official Visit in October to pursue trilateral cooperation with Japan on unmanned aerial systems, we are exploring cooperative opportunities in the rapidly emerging field of collaborative combat aircraft and autonomy.

The United States welcomes Japan’s revision of the Three Principles on the Transfer of Defense Equipment and Technology and its Implementation Guidelines, which bolsters cooperation through joint development and production to enhance our deterrence capabilities in the region. To leverage our respective industrial bases to meet the demand for critical capabilities and maintain readiness over the long term, we will convene a Forum on Defense Industrial Cooperation, Acquisition and Sustainment (DICAS) co-led by the U.S. Department of Defense and Japan’s Ministry of Defense to identify priority areas for partnering U.S. and Japanese industry, including co-development and co-production of missiles and co-sustainment of forward-deployed U.S. Navy ships and U.S. Air Force aircraft, including fourth generation fighters, at Japanese commercial facilities, in coordination with relevant ministries. This forum, in conjunction with our existing Defense Science and Technology Cooperation Group, will better integrate and align our defense industrial policy, acquisition, and science and technology ecosystems. The DICAS will provide updates on progress to the foreign and defense ministers in the security “2+2.” We also commit to establishing a working group to explore opportunities for future fighter pilot training and readiness, including AI and advanced simulators, and co-development and co-production of cutting-edge technologies such as common jet trainers to maintain combat-ready next-generation fighter airpower.

We reaffirm the critical importance of continuing to enhance U.S. extended deterrence, bolstered by Japan’s defense capabilities, and will further strengthen bilateral cooperation. In this regard, we call on our respective foreign and defense ministers to hold in-depth discussions on extended deterrence on the occasion of the next security “2+2” meeting.

We continue to deepen our cooperation on information and cyber security to ensure that our Alliance stays ahead of growing cyber threats and builds resilience in the information and communication technology domain. We also plan on enhancing our cooperation on the protection of critical infrastructure.

Recognizing the importance of rapidly responding to frequent and severe climate change-related and other natural disasters, we plan to explore cooperation on the establishment of a humanitarian assistance and disaster relief hub in Japan.

In order to maintain deterrence and mitigate impact on local communities, we are firmly committed to the steady implementation of the realignment of U.S. forces in Japan in accordance with Okinawa Consolidation Plan, including the construction of the Futenma Replacement Facility at Henoko as the only solution that avoids the continued use of Marine Corps Air Station Futenma.

Reaching New Frontiers in Space

Our global partnership extends to space, where the United States and Japan are leading the way to explore our solar system and return to the Moon. Today, we welcome the signing of a Lunar Surface Exploration Implementing Arrangement, in which Japan plans to provide and sustain operation of a pressurized lunar rover while the United States plans to allocate two astronaut flight opportunities to the lunar surface for Japan on future Artemis missions. The leaders announced a shared goal for a Japanese national to be the first non-American astronaut to land on the Moon on a future Artemis mission, assuming important benchmarks are achieved. The United States and Japan plan to deepen cooperation on astronaut training to facilitate this goal while managing the risks of these challenging and inspiring lunar surface missions. We also announce bilateral collaboration on a Low Earth Orbit detection and tracking constellation for missiles such as hypersonic glide vehicles, including potential collaboration with U.S. industry.

Leading on Innovation , Economic Security, and Climate Action

The United States and Japan aim to maximally align our economic, technology, and related strategies to advance innovation, strengthen our industrial bases, promote resilient and reliable supply chains, and build the strategic emerging industries of the future while pursuing deep emissions reductions this decade. Building on our efforts in the U.S.-Japan Competitiveness and Resilience (CoRe) Partnership, including through the U.S.-Japan Economic Policy Consultative Committee (our economic “2+2”), we intend to sharpen our innovative edge and strengthen our economic security, including by promoting and protecting critical and emerging technologies.

The United States and Japan welcome our robust economic and commercial ties through mutual investment, including Microsoft’s $2.9 billion investment in Japan on AI and cloud infrastructure, workforce training, and a research lab; and Toyota’s recent additional $8 billion battery production investment for a cumulative $13.9 billion investment in North Carolina. Japan is the top foreign investor in the United States with nearly $800 billion in foreign direct investment, and Japanese companies employ nearly 1 million Americans across all 50 states. Similarly, as a top foreign investor in Japan for many years, the United States is supporting Japan’s economic growth, and as two of the world’s largest financial sectors, we commit to strengthening our partnership to bolster cross-border investment and support financial stability. As robust and creative economies, we also plan to accelerate investment in our respective start-up environments to foster innovation through the “Japan Innovation Campus” in Silicon Valley and the “Global Startup Campus” to be established in Tokyo, and in companies that take actions toward sustainable value creation (SX). We welcome our new Japan-U.S. personnel exchange programs on startups and venture capital firms under the Global Innovation through Science and Technology (GIST) initiative.

We are committed to strengthening our shared role as global leaders in the development and protection of next-generation critical and emerging technologies such as AI, quantum technology, semiconductors, and biotechnology through research exchange and private investment and capital finance, including with other like-minded partners. We welcome our collaboration on AI for Science between Riken and Argonne National Laboratory (ANL) founded on the revised project arrangement.

We applaud the establishment of $110 million in new AI research partnerships – between the University of Washington and University of Tsukuba and between Carnegie Mellon University and Keio University – through funding from NVIDIA, Arm, Amazon, Microsoft, and a consortium of Japanese companies. We are committed to further advancing the Hiroshima AI Process and strengthening collaboration between the national AI Safety Institutes.

Building on our long history of semiconductor cooperation, we intend to establish a joint technology agenda for cooperation on issues such as research and development, design, and workforce development. We also welcome the robust cooperation between and with our private sectors, especially in next-generation semiconductors and advanced packaging. We also plan to work together along with like-minded countries to strengthen global semiconductor supply chains, particularly for mature node (“legacy”) semiconductors through information-sharing, coordination of policies, and addressing vulnerabilities stemming from non-market policies and practices. We also celebrate the signing of a Memorandum of Cooperation between Japan’s National Institute of Advanced Industrial Science and Technology (AIST) and the U.S. National Institute of Standards and Technology (NIST) as a first step in bilateral cooperation on quantum computing.

Building on the Indo-Pacific Economic Framework for Prosperity (IPEF) and our respective leadership of the G7 and Asia-Pacific Economic Cooperation (APEC) last year, we continue to advance resilience, sustainability, inclusiveness, economic growth, fairness, and competitiveness for our economies . We applaud the recent entry into force of the IPEF Supply Chain Agreement. We will continue to seek cooperation on critical minerals projects, including those along the Partnership for Global Infrastructure and Investment Lobito Corridor, and through the Minerals Security Partnership (MSP) as well as the Partnership for Resilient and Inclusive Supply-chain Enhancement (RISE). We are cooperating to deter and address economic coercion, through our bilateral cooperation as well as through our work with like-minded partners including the G7 Coordination Platform on Economic Coercion. We are working to uphold a free, fair and rules-based economic order; address non-market policies and practices; build trusted, resilient, and sustainable supply chains; and promote open markets and fair competition under the U.S.-Japan economic “2+2” and the U.S.-Japan Commercial and Industrial Partnership. We will advance our commitment to operationalize data free flow with trust, including with respect to data security. We will also discuss the promotion of resilient and responsible seafood supply chains.

The United States and Japan recognize that the climate crisis is the existential challenge of our time and intend to be leaders in the global response. Towards our shared goal of accelerating the clean energy transition, we are launching a new high-level dialogue on how we implement our respective domestic measures and maximize their synergies and impacts, including the U.S. Inflation Reduction Act and Japan’s Green Transformation (GX) Promotion Strategy aimed at accelerating energy transition progress this decade, promoting complementary and innovative clean energy supply chains and improving industrial competitiveness. Today we announce Japan joins as the first international collaborator of the U.S. Floating Offshore Wind Shot. We intend to work together towards global ambition in line with the Wind Shot, taking into consideration national circumstances, through the Clean Energy and Energy Security Initiative (CEESI) to pursue innovative breakthroughs that drive down technology costs, accelerate decarbonization, and deliver benefits for coastal communities. The United States welcomes Japan’s newly-launched industry platform, the Floating Offshore Wind Technology Research Association (FLOWRA), aiming to reduce costs and achieve mass production of floating offshore wind through collaboration with academia.

We are further leading the way in developing and deploying next generation clean energy technology, including fusion energy development through the announcement of a U.S.-Japan Strategic Partnership to Accelerate Fusion Energy Demonstration and Commercialization.

The United States remains unwavering in its commitment to support the energy security of Japan and other allies, including its ability to predictably supply LNG while accelerating the global transition to zero-emissions energy and working with other fossil energy importers and producers to minimize methane emissions across the fossil energy value chain to the fullest extent practicable.

We intend to advance widespread adoption of innovative new clean energy technologies, and seek to increase the globally available supply of sustainable aviation fuel or feedstock, including those that are ethanol-based, that show promise in reducing emissions.

We are also working to align global health security and innovation, including in such areas as pandemic prevention, preparedness, and response and promoting more resilient, equitable, and sustainable health systems. Today, we announce that the U.S. Food and Drug Administration and the Japan’s Pharmaceuticals and Medical Devices Agency (PMDA) intend to collaborate and exchange information on oncology drug products to help cancer patients receive earlier access to medications and to discuss future drug development and ways to prevent drug shortages. We welcome PMDA’s future representative office in Washington, D.C., to facilitate this cooperation.

Partnering on Global Diplomacy and Development

The challenges we face transcend geography. The United States and Japan are steadfast in our commitment to upholding international law, including the UN Charter, and call for all Member States to uphold the Charter’s purposes and principles, including refraining from the threat or use of force against the territorial integrity or political independence of any State. We remain committed to reforming the UN Security Council (UNSC), including through expansion in permanent and non-permanent categories of its membership. President Biden reiterated support for Japan’s permanent membership on a reformed UNSC.

We reaffirm our commitment made in Hiroshima last year and are determined to further promote our cooperation in the G7 and work together with partners beyond the G7.

We emphasize the importance of all parties promoting open channels of communication and practical measures to reduce the risk of misunderstanding and miscalculation and to prevent conflict in the Indo-Pacific. In particular, we underscore the importance of candid communication with the PRC, including at the leader level, and express the intent to work with the PRC where possible on areas of common interest.

We emphasize the importance of all States being able to exercise rights and freedoms in a manner consistent with international law as reflected in the United Nations Convention on the Law of the Sea (UNCLOS), including freedom of navigation and overflight. We strongly oppose any unilateral attempts to change the status quo by force or coercion, including destabilizing actions in the South China Sea, such as unsafe encounters at sea and in the air as well as the militarization of disputed features and the dangerous use of coast guard vessels and maritime militia. The PRC’s recent dangerous and escalatory behavior supporting its unlawful maritime claims in the South China Sea as well as efforts to disrupt other countries’ offshore resource exploitation are inconsistent with international law as reflected in UNCLOS. We also emphasize that the 2016 South China Sea Arbitral Award is final and legally binding on the parties to that proceeding. We resolve to work with partners, particularly in ASEAN, to support regional maritime security and uphold international law.

We emphasize that our basic positions on Taiwan remain unchanged and reiterate the importance of maintaining peace and stability across the Taiwan Strait as an indispensable element of global security and prosperity. We encourage the peaceful resolution of cross-Strait issues.

We continue working together with partner countries to make concrete progress in strengthening the international financial architecture and fostering investment under the Partnership for Global Infrastructure and Investment. We are committed to delivering better, bigger, more effective multilateral development banks including through our planned contributions that would enable more than $30 billion in new World Bank lending and securing ambitious International Development Association and Asian Development Fund replenishments. We also emphasize the importance of private sector investment in the Indo-Pacific. We welcome the announcement of Google’s $1 billion investment in digital connectivity for North Pacific Connect, which expands the Pacific Connect Initiative, with NEC, to improve digital communications infrastructure between the United States, Japan and Pacific Island Nations. Building on the U.S.-Australia joint funding commitment for subsea cables last October, the United States and Japan plan to collaborate with like-minded partners to build trusted and more resilient networks and intend to contribute funds to provide subsea cables in the Pacific region, including $16 million towards cable systems for the Federated States of Micronesia and Tuvalu.

We reaffirm our steadfast commitment to the Quad and its shared vision of a free and open Indo-Pacific that is stable, prosperous, and inclusive which continues to deliver results for the region. We reiterate the Quad’s unwavering support and respect for regional institutions, including ASEAN, the Pacific Islands Forum (PIF), and the Indian Ocean Rim Association. We also reaffirm our support for ASEAN centrality and unity as well as the ASEAN Outlook on the Indo-Pacific. Southeast Asian countries are critical partners in the Indo-Pacific and the U.S.-Japan-Philippines trilateral aims to enhance trilateral defense and security cooperation while promoting economic security and resilience. Japan and the United States reaffirmed our intention to work to support the region’s priorities as articulated through the 2050 Strategy for the Blue Pacific Continent, including through the PIF as the Pacific’s preeminent institution as well as through the Partners in the Blue Pacific (PBP).

As we pursue our shared vision of a free and open Indo-Pacific, we continue to build strong ties between key, like-minded partners in the region. Building on the historic success of the Camp David Trilateral Summit, the United States, Japan and the Republic of Korea continue to collaborate on promoting regional security, strengthening deterrence, coordinating development and humanitarian assistance, countering North Korea’s illicit cyber activities, and deepening our cooperation including on economic, clean energy, and technological issues. The United States and Japan also remain committed to advancing trilateral cooperation with Australia to ensure a peaceful and stable region.

We reaffirm our commitment to the complete denuclearization of North Korea in accordance with relevant UNSC resolutions. We strongly condemn North Korea’s continued development of its ballistic missile program—including through launches of intercontinental ballistic missiles (ICBM) and space launch vehicles using ballistic missile technologies—which poses a grave threat to peace and security on the Korean Peninsula and beyond. We call on North Korea to respond to continued, genuine offers to return to diplomacy without preconditions. We call on all UN Member States to fully implement all relevant UNSC resolutions, especially in light of Russia’s recent veto. We urge North Korea to cease illicit activities that generate revenue for its unlawful ballistic missile and weapons of mass destruction programs, including malicious cyber activities. President Biden also reaffirms U.S. commitment to the immediate resolution of the abductions issue, and the two sides commit to continuing joint efforts to promote respect for human rights in North Korea.

We continue to stand together in firm opposition to Russia’s brutal war of aggression against Ukraine, its strikes against Ukraine’s infrastructure and the terror of Russian occupation. We are committed to continuing to impose severe sanctions on Russia and provide unwavering support for Ukraine. Together, we reiterate our call on Russia to immediately, completely, and unconditionally withdraw its forces from within the internationally recognized borders of Ukraine. Any threat or use of nuclear weapons in the context of its war of aggression against Ukraine by Russia is unacceptable. We also express serious concerns about growing North Korea-Russia military cooperation, which is supporting Russia’s war of aggression against Ukraine and threatens to undermine peace and stability in Northeast Asia as well as the global non-proliferation regime.

As the linkages between the Euro-Atlantic and the Indo-Pacific regions have become stronger than ever, our two countries look forward to continuing to work together to enhance Japan-North Atlantic Treaty Organization (NATO) and NATO-Indo-Pacific Four partnerships.

We once again unequivocally condemn the terror attacks by Hamas and others on October 7 of last year, and reaffirm Israel’s right to defend itself and its people consistent with international law. At the same time, we express our deep concern over the critical humanitarian situation in the Gaza Strip. We affirm the imperative of securing the release of all hostages held by Hamas, and emphasize that the deal to release hostages would bring an immediate and prolonged ceasefire in Gaza. We affirm the imperative of realizing an immediate and sustained ceasefire in Gaza over a period of at least six weeks as part of a deal that would release hostages held by Hamas and allow for delivery of essential additional humanitarian assistance to Palestinians in need. We underscore the urgent need to significantly increase deliveries of life-saving humanitarian assistance throughout Gaza and the crucial need to prevent regional escalation. We reiterate the importance of complying with international law, including international humanitarian law, as applicable, including with regard to the protection of civilians. We remain committed to an independent Palestinian state with Israel’s security guaranteed as part of a two-state solution that enables both Israelis and Palestinians to live in a just, lasting, and secure peace.

We reaffirm the importance of supporting inclusive growth and sustainable development in Latin America and the Caribbean. We continue to enhance policy coordination in the region, in particular on Haiti and Venezuela. We also recognize that promoting the stability and security for Haiti is one of the most pressing challenges in the Western Hemisphere, and we continue to support Haiti in restoring democratic order.

We also support African aspirations for peace, stability, and prosperity based on the rule of law. We continue to work together to support the democratic process and economic growth through our respective efforts, including our cooperation with African countries, Regional Economic Communities, the African Union, and multilateral organizations.

The United States and Japan are resolved to achieve a world without nuclear weapons through realistic and pragmatic approaches. It is critical that the overall decline in global nuclear arsenals achieved since the end of the Cold War continues and not be reversed, and the PRC’s accelerating build-up of its nuclear arsenal without transparency nor meaningful dialogue poses a concern to global and regional stability. We reaffirm the importance of upholding the Treaty on the Non-Proliferation of Nuclear Weapons (NPT) as the cornerstone of the global nuclear disarmament and non-proliferation regime and for the pursuit of peaceful uses of nuclear energy. In promoting this universal goal of achieving a world without nuclear weapons, Japan’s “Hiroshima Action Plan” and the “G7 Leaders’ Hiroshima Vision on Nuclear Disarmament” are welcome contributions. The two leaders also welcomed the U.S. announcement to join the Japan-led “Fissile Material Cut-off Treaty Friends” initiative. We reaffirm the indispensable role of the peaceful uses of nuclear technology, committing to fostering innovation and supporting the International Atomic Energy Agency’s efforts in upholding the highest standards of safety, security, and safeguards. President Biden commended Japan’s safe, responsible, and science-based discharge of Advanced Liquid Processing System treated water at Tokyo Electric Power Company’s Fukushima Daiichi Nuclear Power Station into the sea. Our two countries plan to launch the Fukushima Daiichi Decommissioning Partnership focusing on research cooperation for fuel debris retrieval.

To effectively address the myriad challenges outlined above, our global partnership is launching a Deputy Secretary of State/Vice Minister for Foreign Affairs-level dialogue involving our respective aid agencies to align our diplomatic and development efforts globally.

Fortifying People-to-People Ties

People-to-people exchanges are the most effective way to develop the future stewards of the U.S.-Japan relationship. In this regard, we recognize the achievements of exchange programs between our two countries, including the Japan Exchange and Teaching (JET) Programme, KAKEHASHI Project, the Japan Foundation’s programs, and the U.S.-Japan Council’s TOMODACHI Initiative, and commit ourselves to providing more opportunities to meet today’s needs, including through enhanced subnational exchanges on critical issues such as climate and energy. We also recognize the important role civil society has played in strengthening the U.S.-Japan relationship over the past 170 years, including the 38 Japan-America Societies across the United States, the Asia Society, and the 29 America-Japan Societies across Japan.

Building on the Memorandum of Cooperation in Education signed between us on the sidelines of the G7 Leaders’ Summit in Hiroshima, today we announce our commitment to increase student mobility through the new $12 million “Mineta Ambassadors Program (MAP)” education exchange endowment administered by the U.S.-Japan Council for U.S. and Japanese high school and university students who will “map” the future of the relationship with support from Apple, the BlackRock Foundation, Toshizo Watanabe Foundation, and other founding donors. In this regard, we also welcome Japan’s new initiative to expand scholarship for Japanese students through the Japan Student Servicers Organization.

We recognize the significant contributions made by the binational Japan-U.S. Educational Commission (Fulbright Japan) over the past 72 years. We welcome recent changes to upgrade the program by reopening scholarships to Science, Technology, Engineering, and Math (STEM) fields for the first time in 50 years, with the first STEM students on track to participate in academic year 2025-26, as well as removing the tuition cap for Japanese Fulbright participants to attract the highest quality students and researchers.

Celebrating the 30th anniversary of the establishment of the Mansfield Fellowship Program, we honor the legacy of Ambassador Mansfield’s contributions through the University of Montana Mansfield Center and Mansfield Foundation. The two leaders also welcome the creation of the Government of Japan endowed Mansfield Professor of Japanese and Indo-Pacific Affairs at the University of Montana.

Upon the 100 th anniversary of the birth of the late Senator Daniel K. Inouye, who made incredible contributions to our bilateral relationship, we praise the efforts of Japanese American leaders to build a bridge between the two countries and to address common community issues, including through support to the U.S.-Japan Council’s newly launched TOMODACHI Kibou for Maui project. We also share the recognition on the importance of exchanges between our legislatures. We acknowledge the importance of language study, particularly in person, to develop long-term ties and announce a new Memorandum of Cooperation to increase opportunities for the number of exchange visitors from Japan to share their specialized knowledge of Japanese language and culture in the United States, as well as welcome efforts to expand the Japanese Language Education Assistant Program (J-LEAP).

The two leaders also affirm that women in leadership remain their focus and reaffirm our pledge to achieving gender equality and the empowerment of women and girls in all their diversity. We welcome close cooperation on Women, Peace, and Security and Women’s Economic Empowerment initiatives and efforts to promote women and girls’ full, equal, and meaningful participation and leadership in public life.

Finally, we emphasize the need to build a diverse pipeline of future U.S.-Japan experts who understand and support the Alliance. Our peoples form the core of our Alliance, and we reaffirm our commitment to forge ever-closer bonds for generations to come.

Through our shared and steadfast commitment, we have taken bold and courageous steps to bring the U.S.-Japan Alliance to unprecedented heights. In so doing, we have equipped our partnership to protect and advance peace, security, prosperity, and the rule of law across the Indo-Pacific and the globe so that everyone benefits. Today, we celebrate the enduring friendship among our peoples—and among ourselves—and pledge to continue our relentless efforts to ensure that our global partnership drives future peace and prosperity for generations to come.

Stay Connected

We'll be in touch with the latest information on how President Biden and his administration are working for the American people, as well as ways you can get involved and help our country build back better.

Opt in to send and receive text messages from President Biden.

IMAGES

BTEC (Business and Technology Education Council)
Business And Technology Education Council Logo Higher National Diploma
BTEC (Business and Technology Education Council) Uluslararası Eğitim
Pearson Business and Technology Education Council nos reconoce como un
BTEC
Business and Technology Education Council (BTEC)

COMMENTS

Business and Technology Education Council
The Business and Technology Education Council (BTEC) is a provider of secondary school leaving qualifications and further education qualifications in England, Wales and Northern Ireland.While the T in BTEC stood for Technical, according to the DfE (2016) it now stands for Technology. BTECs originated in 1984 and were awarded by Edexcel from 1996. Their origins lie in the Business Education ...
BTEC
What is BTEC? Established in 1984, Pearson BTEC (Business Technology and Education Council) are a progressive framework of vocational and skill-based courses, teaching and learning resources that support flexibility of teaching, online and in the classroom. Prepare your learners for a skill-based, future ready career with a BTEC by Pearson.
About BTEC
BTECs (which stands for the Business & Technology Education Council) are high - quality, career - focused qualifications grounded in the real world of work.. BTEC courses focus on skills-based learning and are designed around themed units. Rather than testing everything at the end, BTECs are tested throughout the course using assessments based on real-life scenarios.
What is a BTEC diploma?
BTEC stands for the Business and Technology Education Council. BTECs are specialist work-related qualifications. They combine practical learning with subject and theory content. There are over 2,000 BTEC qualifications across 16 sectors - they are available from entry level through to professional qualifications at level 7 (equivalent to ...
What is a BTEC diploma?
A BTEC is an alternative qualification to A Levels and is short for Business and Technology Education Council. BTECs have more of a work-related focus combining subject theory with practical learning. ... BTEC Level 3 courses are available at a range of places such as schools with sixth forms and further or higher education colleges. It's a ...
Business and Technology Education Council
in A Dictionary of Education Length: 294 words. (BTEC)An awarding body for the further education sector formed in 1974 as a result of a merger between the Business Education Council (BEC) and the Technician Education Council (TEC). It now operates under the name of Edexcel and, having taken over the examination of the General Certificate of ...
What Does BTEC Stand For?
There's a reason that BTEC stands for Business and Technology Education council. It's because the qualifications cover a huge range of career choices from sports to social services. That's why there are loads of courses available across 16 sectors. Applied science. Art and design.
BTECs
What is a BTEC? BTEC stands for 'Business and Technology Education Council', which used to run the award, first introduced in 1984. BTECs are awarded by EdExcel and are taken in more than 100 countries at all levels, from pre-GCSE to Degree equivalent. They are vocational and work-related courses, designed to accommodate the needs of employers and allow students to progress to further and ...
BTEC diplomas
Standing for the Business and Technology Education Council, BTECs are specialist vocational qualifications you can study at school or college. These flexible work-related courses bring together subject theory with practical learning. ... For example, to get onto the Business BTEC at Newman College, you'll need five GCSEs, with most at grade 5 ...
About: Business and Technology Education Council
The Business and Technology Education Council (BTEC) is a provider of secondary school leaving qualifications and further education qualifications in England, Wales and Northern Ireland. Whilst the T in BTEC previously stood for Technical, according to the DFE (2016) it now stands for Technology. BTECs originated in 1984 and were awarded by Edexcel from 1996. Their origins lie in the Business ...
BTEC Extended Diploma
The BTEC (Business and Technology Education Council) Level 3 diploma is a Further Education qualification and vocational qualification taken in England, Wales and Northern Ireland.The qualification is organised and awarded by Pearson within the BTEC brand and it is equivalent to A-Levels.It is equivalent to the GCE A Levels, more specifically to three A2 awards (when studying for the BTEC ...
Business and Technology Education Council
The Business and Technology Education Council ( BTEC) is a provider of secondary school leaving qualifications and further education qualifications in England, Wales and Northern Ireland. While the T in BTEC stood for Technical, according to the DfE (2016) it now stands for Technology. [1] BTECs originated in 1984 and were awarded by Edexcel ...
Business and Technology Education Council
The Business and Technology Education Council (BTEC) is a provider of secondary school leaving qualifications and further education qualifications in England, Wales and Northern Ireland. While the T in BTEC stood for Technical, according to the DfE (2016) it now stands for Technology. BTECs originated in 1984 and were awarded by Edexcel from 1996. Their origins lie in the Business Education ...
BTEC Diploma or Business and Technology Education Council Diploma
Introduction to BTEC Diploma. A BTEC Diploma or Business and Technology Education Council Diploma are specialised courses designed for work-related qualifications. These courses combine practical learning approaches with the theory content in accordance to the subject under study. BTECs are vocational qualifications and are practical in nature.
Business and Technology Education Council
Business and Technology Education Council (BTEC) An awarding body for the further education sector formed in 1974 as a result of a merger between the Business ... Access to the complete content on Oxford Reference requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and ...
(PDF) The golden age of BTEC: the business education curriculum in
These were mainly driven by the Business and Technology Education Council (BTEC) that covered areas such as Art and Design, Business, Catering and Engineering subjects and which developed ...
Business and Technician Education Council
The Business and Technology Education Council (BTEC) is a provider (existing as part of Pearson Education Ltd) of secondary school leaving qualifications and Further education qualifications in England, Wales and Northern Ireland.Whilst the T in BTEC it has been mistakenly understood to stand for Technician, according to the DFE (2016) it actually stands for Technology.
The Key to Ensuring Meridian Tech Students are Workforce Ready
Business and Education Councils are the key to the success of Meridian's hands-on career training programs. Learn about their impact and results. The Key to Ensuring Meridian Tech Students are Workforce Ready?
PDF The Evolving Role of Technology in the Business Education ...
leaders—met in February 2022 to discuss the role of technology in the learner experience and the impacts on the evolving role of faculty. Among their key findings: business school leaders must think more strategically about technology investments, adoption, and innovation; they must also clearly define and act on new pathways to learner success.
Business and Technology Education Council
Business and Technology Education Council. provider of qualifications in England, Wales and Northern Ireland. Statements. instance of. educational organization. 0 references. country. United Kingdom. 0 references. different from. Bachelor of Technology. 1 reference. imported from Wikimedia project.
Gov. Holcomb concludes trade mission to Brazil, Mexico bolstering
INDIANAPOLIS (April 22, 2024) - Governor Eric J. Holcomb and First Lady Janet Holcomb returned Friday night from a trade mission with leaders from the agbiosciences and agriculture sectors as well as representatives of the Indiana Economic Development Corporation (IEDC). The delegation included: Alex Cochran, Chief Technology Officer, DPH Biologicals; Mitch Frazier, CEO, AgriNovus Indiana ...
Council Post: How Businesses Can Support A New Generation Of
Technology: A Catalyst For Sustainable Farming. Incorporating technology into farming education brings a new dimension to learning. Agricultural technology, or agtech, includes a wide range of ...
United States-Japan Joint Leaders' Statement
Global Partners for the Future. Over the course of the last three years, the U.S.-Japan Alliance has reached unprecedented heights. We arrived at this historic moment because our nations ...

We value your privacy

Your Privacy

Manage consent preferences

The shortcut to your shortlist

Popular universities

Course search

Open days search

Article search

Popular topics

What is a BTEC diploma?

What is a BTEC?

What are the benefits of studying a BTEC?

Who are they for?

How are BTEC diplomas assessed?

Related articles

Study Artificial Intelligence, why & how to study

Study Nursing, why & how to study

Study Manufacturing & Production Engineering, why...

Is this page useful?

In this section

You are here

BTECs Guide

Why should I take a BTEC?

How do BTEC qualifications work?

What are the different BTEC levels?

How long does a BTEC take?

When can I take a BTEC?

What BTEC subjects can I take?

What is a BTEC qualification worth?

How do I apply for a BTEC?

Further information

BTEC diplomas

What is a BTEC diploma?

How long do BTECs last?

What level is a BTEC?

What subjects are they available in?

How are they structured?

What about online BTEC courses?

What are the entry requirements?

What can BTEC students go on to do?

Find out more

How would you rate this page?

About: Business and Technology Education Council

Business and Technology Education Council

Qualification subjects

Related Research Articles

MAKE AN ENQUIRY

What is a BTEC Diploma?

Introduction to BTEC Diploma

Different Types of BTEC Diploma

BTECs are often considered as an alternative option to the A-Levels. There are several BTEC levels, which include –

BTEC Diploma Course Structure

Career Opportunities after Completing a BTEC Diploma

+44 20 8556 5009

Our Campuses //

Student Information

Useful Links

Get in Touch

Recently viewed (0)

Edited by: Susan Wallace

More on this Topic

Related Content

Related Overviews

Business and Technology Education Council (BTEC)

Business and Technician Education Council

Qualification Subjects

Awards and course system

School leaving qualification (Level 2)

Further education (Adult courses) RQF or QCF

Navigation menu

Related Content:

Leave a Reply Cancel reply

Business and Technical Education Council (Q5001836)

Wikibooks (0 entries)

Navigation menu

Mobile Menu Overlay

United States-Japan Joint Leaders’ Statement

Stay Connected

IMAGES

COMMENTS