SESSION ONE: IMPROVING THE SYSTEM

1. Welcome and introduction from conference chair SESSION ONE: IMPROVING THE SYSTEM Mike Baker Journalist and Broadcaster, former Senior Education Correspondent BBC

2. KEYNOTE ADDRESS Rt Hon Charles Clarke MP Former Secretary of State for Education and Skills

3. Questions and discussion

4. 14-19 Diplomas: getting ready for new admissions criteria Professor Deian Hopkin Vice-Chancellor London South Bank University and Joint Chair 14-19 HE Engagement Board

5. The 14-19 Diplomas and admission to Higher Education Professor Deian Hopkin Chair HE Engagement Board (DCFS/.DIUS) Chair, Diploma Development Partnership,SHD

6. The general curriculum changes A-levels Introduction of extended project Introduction of Diplomas Functional skills Apprenticeships GCSE But also Cambridge Pre-U

7. 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

8. Urban Intelligence - Higher Age Profile Mosaic Who goes to university? Key Widening Participation Groups Symbols of Success Metro Multiculture Blue Collar Enterprise Welfare Borderline Twilight Subsistence Municipal Dependency Alex Singleton, University College London: www.spatial-literacy.org

9. Average Distance from applicant home to accepting institution (2004) Mosaic Key WP groups Alex Singleton, University College London: www.spatial-literacy.org

10. Roll out timetable of the Diplomas Phase Diploma Area Availability Phase 1 ICT Health Society & Development Engineering Creative and Media Construction September 2008 Phase2 Environmental& Land-Based, Manufacturing Hair and Beauty Business Admin, Finance Hospitality and Catering September 2009 Phase3 Public Services Sport and Leisure Retail Travel and Tourism September 2010 Science Humanities Languages September 2011 Phase 4 National Enntitlement 2013

11. 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

12. 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?

13. 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

14. 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

15. 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

16. 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

17. 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.

18. 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

19. The HE Engagement Board Universities, schools and Colleges Ministers Students and parents Employers and SSCs

20. 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

21. What HEIs are currently doing: Becoming better informed: qualification content Assessment criteria Assessment methods Grading criteria Mapping against own qualifications Becoming engaged in design especially additional and specialised learning Involvement in consortia Developing new progression routes.

22. 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

23. 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

24. 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 Division Elizabeth Barner Youth Affairs Unit

25. 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.

26. 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.

27. 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.

28. 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

29. 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

30. A week is a long time in politics……. New diplomas face admissions hurdle Times Higher 19 Oct 07 The Times 24 Oct 07

31. Thank you

32. Recruit, retain, enhance: the best deal for students Charles Cowap Director of Lifelong Learning and Curriculum Aspire CETL, Harper Adams University College and GuildHE representative

33. Recruit, Retain, EnhanceThe Best Deal for Students Charles Cowap Harper Adams University College Shropshire 27 November 2007 Admissions to Higher Education Achieving excellence, fairness and efficiency

34. 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

35. 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?

36. 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

37. Progression How many students progress through HE as they originally intended? The reasonable expectation of a new student entering HE …. Measuring progression

38. Progression through Higher Education HESA Performance Indicators 2005/06

39. So what counts as success? BSc Agric BSc Negotiated Studies HND Negotiated Studies HND Agric

40. Some practical measures • Initial guidance • Open days • Higher Education Choices Conference • Informed choice • Induction • Screening for dyslexia • Maths screening

41. Practical measures • Learning Support • Literacy • Numeracy • General study skills • Academic and Professional Development Module

42. Practical measures • Vocational Curriculum • Focus • Motivation • Professional accreditation • Careers Guidance and Support • Careers Service + • Links to outreach and R&D

43. Conclusions Beware fallacies of composition The importance of advice and guidance Student aspirations and motivation The Curriculum Student Support Vocational preparation Following graduation …

44. Trends and developments in student decisionmaking Ben Marks Managing Director Opinionpanel Research

45. Trends and developments in student decision making Admissions to Higher Education Conference 27th November 2007 Ben Marks Managing Director Opinionpanel Research 45

46. Topics • Web 2.0 • Fees • Open days 46

47. Web 2.0 47

48. Web 2.0 Student membership of online communities - October 2007 48 Source: Opinionpanel, October 2007

49. Web 2.0 How students use Facebook - October 2007 49 Source: Opinionpanel, September 2007

50. Fees 50