International Progression and Recognition
Government
Educational Ministries across the world recognise our qualifications at different levels, and our local teams work hard to gain new recognition, and ensure that we are up to date when regulations change.
Regional overview
We have recognition worldwide for our different qualifications and levels; BTEC is recognised in 70 countries, highlighted on the map below.
Local recognition enables our education providers in-country to deliver Pearson qualifications with confidence. Local ministries can work with the Pearson team to detect the specific needs that a local educational system might have and develop appropriate solutions to address skills or knowledge gaps in-country.
We also work with Governments to support them in workforce analysis, development of occupational skills frameworks, development of inspection frameworks and in workforce development.
Case studies
Thailand
An agreement was signed in 2018 with the Eastern Economic Corridor (EEC) to provide career-focused BTECs to Thai colleges and learners. The partnership between Pearson and the EEC has the main goal of helping support economic growth and developing infrastructure in Thailand through the provision of quality, career-focused qualifications.
Jordan
We gained recognition from the Kingdom of Jordan’s Ministry of Education for BTEC Higher National qualifications at HNC and HND level, as an equivalent to the intermediate diploma degree in Jordan. The initiative hopes to accelerate the growth of TVET programmes in Jordan, to support the government in bridging the skills gap in-country.
Malaysia
Read about our agreement with the Malaysian Exam Syndicate (MES). Pearson acknowledges that the grading benchmark of the Malaysia National Certificate of Education exam in Principles of Accounting is equivalent to LCCI Level 2 Bookkeeping and Accounting, providing students with the opportunity to gain dual certification.
Uzbekistan
We supported the government by completing a detailed assessment of the TVET system with recommendations for improvements to the system and to workforce engagement. This resulted in a substantial project to develop an inspection system, national qualifications framework and occupational standards and curriculum in key vocational subject areas.