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Access to HE Diploma specification redevelopment

Access to HE Diploma specification redevelopment. Linking London Event November 2012 Julie Farmer Assistant Director, Access to HE. Access to HE in round numbers. 1,600 recognised courses 346 providers 84% are FE colleges 40,000 students 53% aged 25+ 40% from deprived areas

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Access to HE Diploma specification redevelopment

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  1. Access to HE Diploma specification redevelopment Linking London Event November 2012 Julie Farmer Assistant Director, Access to HE

  2. Access to HE in round numbers 1,600 recognised courses 346 providers 84% are FE colleges 40,000 students 53% aged 25+ 40% from deprived areas 27,600 Diplomas issued 31,500 apply to HE via UCAS 5.6% of all applicants 12% of all Black HE applicants 20% all mature HE applicants 21,500 HE acceptances 35% in subjects allied to medicine

  3. Access to HE Diplomas awarded

  4. The policy case for Access to HEStudents at the Heart of the System (White Paper, 2011) ‘‘we are serious about ensuring that higher education institutions actively seek to attract students from disadvantaged backgrounds and expect that the new Access Agreements and a stronger role for the Office for Fair Access will promote this. Our continuing support for Access courses should help those who left school early or have been out of education for a number of years.’

  5. Some key contextual factors • Demographics: declining numbers in 18-20 year age group • Funding: FE fees, with 24+ Advanced Learning Loans BUT Access to HE students can apply to SLC for loan to be written off at end of HE course • HE student number controls: Access to HE Diploma on ABB+ equivalent qualifications list • Qualifications: A level/GCSE reform

  6. ABB+? HEFCE’s published equivalence level for high performing students with Access to HE Diploma: ‘Overall Pass: must include 45 credits at Level 3, of which 30 credits must be at Distinction and 15 credits at Merit or higher’

  7. Specification RedevelopmentProject overview • Redevelopment of Access to HE Diploma specification (2006) • Process of consultation through 2012/13 • New specification by summer 2013 • Implementation for delivery from autumn 2014

  8. Is the specification still fit for purpose in these changing times?

  9. 2011-2012 research • Surveys, roundtables, review of documentation, meetings with every AVA • Decisions about interpretation of specification have given rise to legitimate variation that nonetheless raises concerns for some progression routes • Variation in context of developments at national level – eg ABB+, Awarding Body Linkage, cross AVA applications to HE • Decision that greater consistency needed

  10. Higher education survey, June 2012 50 % of respondents indicated variation in: • numbers of grades reported; and • balance of subject content and other content, were cause for concern Concerns: • making clear and consistent offers (30%) • comparability of offers and standards with other Diplomas and other qualifications (30%)

  11. GCSE equivalents • Availability and achievement • Most AVAs offer them, 2 don’t • One AVA has mandatory requirement for GCSE within all Diplomas • Elsewhere, not all providers offer them • Higher Education • Pattern of acceptance is very mixed • Reported steady increase in courses asking for the GCSE, sometimes at Grade B • Recent changes to requirements for entry to ITT courses • Funding of GCSE Maths and English for all adults • Perception of value of equivalents – Wolf report

  12. What HE wants: Transparent, consistent, comprehensible = 60 credits = =

  13. Challenges • Steep learning curve V graded credit based qualifications • Steep learning curve of traditional Access to HE student V qualification only at level 3 • “Affordability” (money, time, childcare etc) of course for many adults v GCSE achievement only outside the Diploma • Meeting the range of different requirements of HEIs, to keep as many progression routes as possible open Steeplearning curve

  14. Consultation: key questions For greater consistency, should a revised specification: • accommodate Level 2 achievement (including GCSE equivalents)? and if so, in the same balance (15 level 2/45 level 3)? • maintain the current range of possible unit sizes? • ensure that all grade profiles contain the same number of grades? • require a consistent volume of graded credit? • require a minimum credit volume from academic subject content ? • allow for a fixed maximum of additional credit (beyond 60) to provide some degree of flexibility ?

  15. Thank You Any questions?

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