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Describes the purpose and learner-centred rationale behind BTEC Nationals, highlighting flexible unit-based structure and project-based assessment. Explains collaborative development with employers, higher-education providers, universities, and professional bodies, and outlines key support for learners and teachers. 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We provide content, assessment and digital services to schools, colleges and universities, as well as professional and vocational education to learners to help increase their skills and lifelong employability prospects. We believe that wherever learning flourishes so do people .  \nThis specification is Issue 4. We will inform centres of any changes to this issue. The latest issue can be found on our website .  \nReferences to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazinesand other publications and websites.)  \nISBN 978 1 446 96179 7  \nAll the material in this publication is copyright © Pearson Education Limited 2022  \nWelcome  \nWith a track record built over 30 years of learner success, BTEC Nationals are widely recognised by industry and higher education as the signature vocational qualification at Level 3. They provide progression to the workplace either directly or via study at a higher level. Proof comes from YouGov research, which shows that 62 per cent of large companies have recruited employees with BTEC qualifications. What’s more, well over 100,000 BTEC students apply to UK universities every year and their BTEC Nationals are accepted by over 150 UK universities and higher education institutes for relevant degree programmes either on their own or in combination with A Levels.  \nWhy are BTECs so successful?  \nBTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education .  \nWhen creating the BTEC Nationals in this suite, we worked with many employers, higher-education providers, colleges and schools to ensure that their needs are met. Employers are looking for recruits with a thorough grounding in the latest industry requirements and work-ready skills such as teamwork. Higher education needs students who have experience of research, extended writing and meeting deadlines.  \nWe have addressed these requirements with:  \n• a range of BTEC sizes, each with a clear purpose, so there is something to suit each learner’s choice of study programme and progression plans  \n• refreshed content that is closely aligned with employers’ and higher-education needs fora skilled future workforce  \n• assessments and projects chosen to help learners progress to the next stage . This means some are set by you to meet local needs, while others are set and marked by Pearson so that there is a core of skills and understanding that is common to all learners.  \nFor example, a written test can be used to check that learners are confident in using technical knowledge to carry out a certain job.  \nWe provide a wealth of support, both resources and people, to ensure that learners and their teachers have the best possible experience during their course . See Section 10 Resources and support for details of the support we offer.  \nA word to learners  \nToday’s BTEC Nationals are demanding, as you would expect of the most respected applied learning qualifications in the UK. You will have to choose and complete a range of units, be organised, take some assessments that we will set and mark, and keep a portfolio of your assignments. But you can feel proud","cbCaijGpSSfM20E1","https://ap.wps.com/l/cbCaijGpSSfM20E1","pdf",1004148,124,"English","# Introduction to BTEC National qual\n## About Pearson\n## Welcome\n## Why are BTECs so successful?\n## A word to learners\n## Collaborative development\n## Summary of changes made between the previous issue and this current issue","[{\"question\":\"What qualification does this specification cover and which issue is it?\",\"answer\":\"It covers the Pearson BTEC Level 3 National Certificate in Uniformed Protective Services, and the document is the Issue 4 specification.\"},{\"question\":\"When does the qualification start for first teaching and first certification?\",\"answer\":\"The specification states first teaching from January 2020 and first certification from 2021.\"},{\"question\":\"What key changes are included in Issue 4 compared with the previous issue?\",\"answer\":\"Issue 4 removes references to MyBTEC because the service is retiring, and it removes a reference to sample marked learner work that was included in error.\"}]","Pearson BTEC Level 3 National Certificate in Uniformed Protective Services - Issue 4 - Specification | PDF",1792467496,312]