SESSION ONE: IMPROVING THE SYSTEM

SESSION ONE: IMPROVING THE SYSTEMWelcome and introduction from conference chair

Mike Baker

Journalist and Broadcaster, former Senior Education CorrespondentBBC

Rt Hon Charles Clarke MP

Former Secretary of State for Education and Skills

KEYNOTE ADDRESS

Questions and discussion

Professor Deian Hopkin

Vice-ChancellorLondon South Bank University and Joint Chair 14-19 HE Engagement Board

14-19 Diplomas: getting ready for new admissions criteria

The 14-19 Diplomas and admission to Higher Education

Professor Deian Hopkin

Chair HE Engagement Board (DCFS/.DIUS)Chair, Diploma Development Partnership,SHD

bringingyourlearningto life

The general curriculum changes

A-levels Introduction of extended project Introduction of Diplomas Functional skills Apprenticeships GCSE But also Cambridge Pre-U


The rationale for the Diplomas

Providing a wider range of preparation that conventional groups of A levels including Functional Skills, personal and thinking skills, applied learning linked to major economic and employment sectors

A flexible structure enabling existing qualifications to be embedded

Responding the views of universities and employers over the appropriateness of existing qualifications.

Attempt to bridge the academic and vocational divides

A major contributor to widening participation by offering provision to students who currently do not stay beyond 16

bringingyourlearningto lifeAlex Singleton, University College London: www.spatial-literacy.org

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MosaicMosaic


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MosaicMosaic

Alex Singleton, University College London: www.spatial-literacy.org

Key WP groups


Roll out timetable of the Diplomas

Phase Diploma Area Availability

Phase 1 ICT Health Society & DevelopmentEngineeringCreative and MediaConstruction

September 2008

Phase 2 Environmental& Land-Based,ManufacturingHair and BeautyBusiness Admin, Finance Hospitality and Catering

September 2009

Phase 3 Public ServicesSport and LeisureRetailTravel and Tourism

September 2010

Phase 4ScienceHumanitiesLanguages

September 2011

National Enntitlement 2013


Why is HE important?

Universities strongly influence the choices that 14-19 year olds make

The more HEIs understand, the more likely they will be to reach early conclusions on acceptability

Need for support at ‘strategic’ and practical levels for the new Diplomas

Involvement at a local level in 14-19 partnerships

Development of appropriate progression routes such as new Foundation Degrees and Honours Degrees


What is HE looking for?

What exactly does the diploma contain? How does the diploma compare with other

qualifications? What kind of student will present themselves in

2010? Will they fit the present curriculum or will something

new have to be offered? Will the diplomas change? And…what input can we have?


Some early concerns by admissions tutors

Diploma content uncertain or even unknown Diplomas offered only to certain students – the less

able? Diplomas providing limited progression routes

especially to professional subjects especially those with a science base

Students potentially set up to fail Employer attitudes – will they accept the diploma? The attitude of professional bodies over exemptions


The threats

Ineffective Information, Advice and Guidance Diplomas perceived as second-class to A levels Offered by certain types of school for certain types of

pupils leading to certain types of university courses or even certain type of universities

Complexity of qualifications confusing Some educational specialists casting doubt about the

value of the diploma


The DCFS strategy

Engagement by all universities including the Russell Group

Clear endorsement by major employers and professional bodies

Review of A level following the development of generic Diplomas

Major communication effort Consistent message by government


Delivering the strategy

Higher Education Engagement Project Board

Information and communication programme:

Regional Conferences

Information pack

Timeline of actions for HE

Newsletters

Website

Accepting invitations to speak


Key Groups and Agencies

Diploma Development Partnership Chairs HE Engagement Project Board Secretary of State’s advisory groups

Children’s Plan including 14-19 Phase 4 Advisory Group

QCA groups Edge Foundation Universities UK Skills Task Group Lifelong Learning Networks Aim Higher Regional Partnerships

National Council for Educational Excellence UK Skills and Employment Commission.


Diploma Development Partnership Chairs Group

Monthly Meetings Oversight of Gateways Feedback to DCFS officials Sharing experience across all 14 lines of learning Engagement with QCA Engaging with the communication strategy Encouraging universities to become involved


QAA

QCA

UVAC

UUK

GuildHE Mission Groups

Higher Education Academy

Specialist advisers

DFES officers

FoundationDegree Forward

UCAS

Joint ChairsAnd

DFES secretariat

Ministers

Employersand SSCs

Studentsand parents

Universities,schools and Colleges

The HE Engagement Board


Board’s activities

Cross-agency forum for consultation with officials and Ministers

Oversight of HE communications strategy Participation in conferences and symposia Commissioned Research e.g. Exeter study of 1994

Universities’ response to 14-19 Preparation of and commentary on briefing

materials or Ministerial consultations. Liaison with universities in order to ensure

engagement with partnerships Coordination of involvement in Diploma

Development Providing information about admissions : first

cohorts will be small, therefore concern about some institutions not seeing many students with new qualifications


What HEIs are currently doing:

Becoming better informed:qualification contentAssessment criteriaAssessment methodsGrading criteria

Mapping against own qualifications Becoming engaged in design especially

additional and specialised learning Involvement in consortia Developing new progression routes.


Evolution of Phase 2-3 Diplomas

HE Subject Centres involved Nominations invited from all mission groups

to join working groups HEIs invited to take a more active part in

leading partnerships Learning from Phase 1 Gateways Even phase 1 is still evolving

Contact Christine West at DCSF


What more needs to be done

Clear statements from HEI admissions officers (e.g. UCAS website)

Endorsement of content by employers and HEIs

Stronger messages to parents and pupils Intensification of training and support for

teachers and schools. Clearer navigation through the complexity Learning from early experience Continuous evolution of content


Skills for Sustainable Development Lifelong Learning Network

Health and Social Care ABTG

Report on the perceptions, opinions and reflections of Higher Education Admissions Tutors

and Programme Leaders about the advanced (level 3) diploma in

Society, Health and Development

October 2007

Dr. Richard Davies Youth and Community DivisionElizabeth Barner Youth Affairs Unit


Three new diplomas

Responding to concerns about the amount and quality of science available in the first 14 lines of learning

In particular the absence of science limits progression to a wide range of university courses

The experience of Maths in Engineering poses questions about other elements e.g. languages or a deeper association with humanities.

Need to introduce more recognisable “subjects” to complement the more sectoral approach

Another bridge between the academic and vocational.


Phase 4 diplomas

Science, Humanities and Languages Introduced from 2011 Scoping exercise to Jan 2008; Green Paper later Expert advisory group to advise Secretary of

State VCs of Leeds, Exeter and London South Bank Universities Sir Mike Tomlinson CBI Industry representative (Vice President CISCO) Principals of two FE and 6th Form Colleges Headteacher Union representative Chair of Association of Education Assessors.


Some early issues

Ensuring that Phase 4 diplomas harmonise with Phases 1-3

Avoiding a new binary divide between academic and vocational

Involving employers/Sector Skills councils in a generic diploma

Creating portable elements e.g. Science for the SHD Diploma; languages for Business-related diplomas; humanities for Creative and Media.

Ensuring the strategies of DCFS and DIUS are aligned.


Main timeframes for HE: 2007-8

UCAS tariff published (Dec 07-Jan 08)

HEI s to publish indicative admissions policies for new and revised qualifications to inform school and college planning

HEIs to examine specifications in detail when available to inform curriculum planning

New work on additional and specialised learning and on the Phase 4 diplomas


The reforms will deliver better prepared students to higher education and for employment:

Knowledge Skills Motivation

The reforms will allow greater differentiation between students but acknowledging difference

The diplomas will attract a wider audience Diplomas will become a ‘standard’ route into HE Diplomas will be the preferred entry route to some

programmes

The prize


The Times24 Oct 07

New diplomas face admissions hurdle

Times Higher19 Oct 07

A week is a long time in politics…….

Thank you

Charles Cowap

Director of Lifelong Learning and Curriculum Aspire CETL, Harper Adams University College and GuildHE representative

Recruit, retain, enhance: the best deal for students

Recruit, Retain, EnhanceThe Best Deal for Students

Charles CowapHarper Adams University College

Shropshire27 November 2007

Admissions to Higher EducationAchieving excellence, fairness and efficiency

Excellence

• Excellence must be judged on outcomes• Our ‘outcomes’ are graduates• Graduates will judge us by what they have

done and by what they can do• Others will judge our educational function on

the quality of our graduates

Fairness

• Is about more than ratios• Should also be concerned with ‘preparedness’• Is it ‘fair’ to recruit to a task which many may

fail?• Should we care if ‘academic rigour’ leads to a

lot of student casualties?

Efficiency• Efficiency, effectiveness and

economy – three E’s of public sector management

• Measurements of efficiency in recruitment?– Cost per student recruited– Ratio of

contacts:applicants:recruits– Cost per graduate/employed

graduate?

• Recruitment v. retention

Progression• How many students

progress through HE as they originally intended?

• The reasonable expectation of a new student entering HE ….

• Measuring progression

Progression through Higher Education

HESA Performance Indicators 2005/06

So what counts as success?

BSc Agric

HND AgricHND

Negotiated Studies

BSc Negotiated

Studies

Some practical measures

• Initial guidance– Open days– Higher Education

Choices Conference– Informed choice

• Induction– Screening for dyslexia– Maths screening

Practical measures

• Learning Support– Literacy– Numeracy– General study skills

• Academic and Professional Development Module

Practical measures• Vocational Curriculum

– Focus– Motivation– Professional

accreditation

• Careers Guidance and Support– Careers Service +

• Links to outreach and R&D

Conclusions• Beware fallacies of

composition• The importance of advice

and guidance• Student aspirations and

motivation• The Curriculum• Student Support• Vocational preparation• Following graduation …

Ben Marks

Managing DirectorOpinionpanel Research

Trends and developments in student decisionmaking

Trends and developments in student decision makingAdmissions to Higher Education Conference

45

Trends and developments in student decision makingAdmissions to Higher Education Conference27th November 2007

Ben MarksManaging DirectorOpinionpanel Research


46

Topics

1. Web 2.0

2. Fees

3. Open days


47

Web 2.0


48

Web 2.0

Facebook 83%

MySpace 55%

YouTube 50%

Bebo.com 37%

MSN Groups 21%

Hi5.com 17%

WAYN.com 15%

Faceparty.com 14%

Yougo further.co.uk 14%

Friendsreunited.com 12%

Flickr.com 9%

Yahoo! Groups 9%

Ringo.com 8%

Student membership of online communities - October 2007

Source: Opinionpanel, October 2007


49

Web 2.0

Source: Opinionpanel, September 2007

2%

1%

2%

2%

4%

5%

5%

7%

7%

8%

13%

27%

51%

61%

65%

None of these

Dating service/meeting new girl/boyfriend

Diary/blog

Finding out about universities

Music

To make as many friends as possible

Flirting

Finding people with similar interests

Discussing issues of the day

Talking to friends I’ve met on the site

Making new friends

Finding out information about events

Share photos

Talking to friends I knew before I joined site

Keeping up to date with old friends

How students use Facebook - October 2007


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Fees


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Fees

“I don't think £3000 is too much to pay for a decent education, however it depends on whether it is a decent education. The recent strikes by lecturers brought it home that we have very little control over our education…”

Male 2nd year, University of Leeds, July 2006


Optimal Price Point (OPP) Chart

OPP

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£0 £2,000 £4,000 £6,000 £8,000 £10,000 £12,000 £14,000 £16,000 £18,000

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Too Expensive Too Cheap OPP

OPP = £4694

The OPP is the point at which the percentage of respondents considering the price for the course Too Cheap equals the percentage considering it Too Expensive.

University X

Fees


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Only a small number feel £3,000 is too much to pay for their course

Note the very price sensitive middle group

£5,000 is an important (psychological?) price point for students at this university

Fees

University Y (large modern uni)


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Note, far more price elastic at this university

Fees

University Z (a Russell Group uni)


55

Open days


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Open days

Which of the following did you get to do on the open day at your current / your declined university?

DID DOWOULD HAVE LIKED TO

HAVE DONE

Current Declined Current Declined

10,524 10,597 10,270 18,677

Tour the university 85% 78% 5% 10%

Visit the department you hoped to join 84% 77% 8% 11%

Chat informally with staff 71% 52% 9% 16%

See a presentation 64% 54% 6% 8%

Chat informally with university students 61% 41% 11% 18%

Free time to explore 57% 38% 12% 15%

Tour university accommodation 56% 49% 17% 24%

Sample the catering 30% 21% 10% 10%

Tour the town 26% 23% 17% 22%

Go to a mock lecture 19% 15% 25% 22%

None of these 1% 2% 32% 24%Usefulness of activities at open day or university visitOpinionpanel Higher Expectations 2006/7


57

Summary

• Applicants communicate via Web 2.0 – its therefore a great word of mouth marketing opportunity

• Open days can be engaging and exciting. But they can also be a let-down. Universities need to find out what works best.

• Fee expectations are wide ranging. They often reflect league table ranks. But not always. Universities can differentiate themselves with great open days and communications and great open days


58

Ben MarksOpinionpanel ResearchT: 020 7288 8789F: 020 7288 8772E: [email protected]: www.opinionpanel.co.uk Aberdeen House22 Highbury GroveLondon N5 2EA



SESSION THREE: RESPONDING TO CHANGEStudent support arrangements of today and tomorrow – implications for fair admissions

Sir Martin Harris

DirectorOFFICE FOR FAIR ACCESS (OFFA)

Pat Killingley

Director of Higher EducationBRITISH COUNCIL

Implications of the growing internationalisation agenda

Internationalisation:

implications for Admissions

Pat Killingley

British Council

Outline

International Student Context

Implications for Admissions

Challenges

Postgraduate trends overview

Postgraduate education marked the fastest growth since 1996:

» Postgraduate taught degrees increased by 141% since 1994

» Postgraduate research degrees increased by 76% since 1994

The ratio between PG and UG changed from 39% : 61% in 1996 to 49% : 51% in 2005.

International Students’ Level of Study Trends 1995 - 2006

0%

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100%

120%

140%

160%

1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06

Postgraduate Research

Postgraduate Taught

First Degree

Other Undergraduate

International Student Enrolment in UK: UG vs. PG Study

0

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40000

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UG Total

International Students Enrolments in USA: UG vs. PG Study

0

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1954/55 1964/65 1975/76 1984/85 1988/89 1990/91 1992/93 1994/95 1996/97 1998/99 2000/01 2002/03 2004/05

Undegraduate students

Postgraduate Students

Ratio between UK and non-UK students (Full-time and Part-time students)

Level of study Ratio: Full time Ratio Part time Total

Postgraduate Research 48% 33% 41%

Postgraduate Taught 51% 15% 29%

First Degree 11% 4% 10%

Other Undergraduate 21% 5% 9%

Total 19% 9% 15%

Source: HESA (2006), British Council analysis

UK/US Comparisons

Level of Study UK US

Postgraduate 31% (172,965) 12% (259,717)

Undergraduate 10% (183,115) 2% (172,744)

Total 15% (356,080) 4% (564,766)

Source: HESA, IIE; British Council analysis

International students as % of the total student population 2005-06

Admissions and their importance

The 1st-year students account for 53% of all students

To maintain the current numbers (no growth), universities have to recruit almost 200,000 students each year

Increasingly, overseas students are coming to the UK in their 2nd or 3rd year to “top up” their degrees. Analysis of HESA suggests that about 32,360 students are currently in the UK on similar arrangements.

UK National Strategy: Prime Minister’s Initiative

70,000 additional students in UK HE by 2011

Marketing & Communications

Partnerships

Student Experience

Applying to study overseas

60% of the students consider applying to 1 to 3 institutions

Source: Student Decision Making Study

Increasing flexibility and diversity of studies in the UK

65% of the students think 1 week to 1 month is acceptable time to receive a response from the institution they’ve applied to

Source: Student Decision Making Study

Challenges

Increasing competition for international students (e.g. traditional sending countries are becoming host countries - China 162,000 students; Malaysia 44,390; Singapore 66,000; Japan 121,812). How can the admissions process contribute to our competitive advantage?

Top up degrees: institution to institution arrangements - how sustainable are they in the long-run?

Students’ expectations re response time from institutions are getting shorter: how can we respond to this change in the market?

Transparency issues: some competitor countries (e.g. Australia) are offering transparent application process (courses and tuition fees). How can we respond?

Anthony McClaran

Chief ExecutiveUCAS

Working with UCAS in the future

ADMISSIONS TO HIGHER EDUCATIONAchieving excellence, fairness and efficiency27 November 2007

WORKING WITH UCAS IN THE FUTURE

Anthony McClaranChief Executive

OVERVIEW

5. The applicant journey: joining up admissions and finance

2. Advanced Diplomas: preparing to admit diploma students

1. ‘PQA’ and the work of the Delivery Partnership

3. The review of the Tariff

4. Progressing with vocational qualifications


Adjustment of choices

Achievements

Code of Practice on Feedback

Extension of Entry Profiles


Art and Design reform

Unresolved areas

The ‘gathered field’

Timings and adjustments

2. Advanced Diplomas: preparing to admit diploma students

Comprehensive information and communication strategy: - HEIs - Schools - Parents - Pre - applicants

UCAS has key role to play

Member of HE Engagement Partnership Board

Tariff for the Advanced Diploma

3. The review of the Tariff

The next steps

Why review?

Challenges: balancing volume with relevance for progression

Consultation

4. Progressing from vocational qualifications

A level progression rate to HE: 84%Vocational Level 3 progression rate to HE: 51%

(Source: Youth Cohort Study 11)

The invisibility of vocational qualifications

Positive responses: - Monitoring admissions and progression- Clarity of entry requirements (Entry Profiles)- Tariff“The provision of the UCAS Tariff appears to have had a positive effect on the acceptance of qualifications other than GCE A levels – VCEs in particular – by admissions staff.”

(Source: Action on Access 2006)

5. The applicant journey: joining up admissions and finance

Service will begin to operate during the 2009 entry cycle

“Our vision is to bring together online applications for university and college with applications for student finance.”

Inspiring the Student Finance Service, January 2006

Agreement reached between UCAS and SLC on data sharing

Anthony McClaranChief Executive

RosehillNew Barn Lane

CheltenhamGL52 3LZ

t: +44 (0) 1242 544990f: +44 (0) 1242 544959

e: [email protected]


Documents

SESSION ONE: IMPROVING THE SYSTEM