HEPI Conference – 10 October 2007 The Road Less Travelled Vocational Qualifications and HE Entry Anthony Mc. Claran Chief Executive
Overview § Analysis § Goals § Obstacles § Progression § Questions and discussion
Analysis § A level progression rate to HE : 84% § Vocational level 3 progression rate to HE : 51% (Source: Youth Cohort Study 11)
Analysis Characteristics of vocational applicants through the UCAS service A level Level 3 vocational Russell Group 88. 9% 4. 6% Post - 92 universities 59. 4% 25. 9% Independent Schools 93. 1% 1. 8% FE Colleges 39. 1% 35. 3% 18 year olds 91. 8% 18. 5% 20 year olds 36% 27% Source: UCAS Data and Statistics Unit
Analysis Characteristics of vocational applicants through the UCAS service A level Level 3 vocational Higher SEGs 80. 1% 15. 8% Lower SEGs 68. 6% 26. 8% White applicants 72. 7% 19. 1% Asian applicants 73. 3% 24. 7% Black applicants 43. 2% 24. 6% Source: UCAS Data and Statistics Unit
Analysis Percentage of accepted applicants with L 3 vocational qualifications Subject Areas (2006 entry) Source: UCAS Data and Statistics Unit
Goals The Schwartz Report - “Fair admissions to higher education: recommendations for good practice” : 2004 The Steering Group believes a fair admissions system is one that provides equal opportunity for all individuals, regardless of background, to gain admission to a course suited to their ability and aspirations.
Goals The Leitch Report ‘Prosperity for all in the global economy: world class skills’ (December 2006) § 4 objectives for 2020 i. 95% of adults to achieve the basic skills of functional literacy and numeracy ii. More than 90% of adults qualified to at least Level 2 iii. Shifting the balance of intermediate skills from Level 2 to Level 3 iv. Exceeding and above 40% of adults qualified to Level 4
Goals § Objective iv: Exceeding 40% of adults qualified to Level 4 and above § Up from 29% in 2005 with a commitment to continue progression § Unlikely to be achieved by further expansion of current model of HE § Rebalance the priorities of HEIs to make available relevant, flexible and responsive provision that meets the high skills needs of employers and their staff
Barriers Personal § Poorer information, advice and guidance about entry to HE available to students on vocational routes § Unfamiliarity with HE, low aspirations and lack of confidence amongst vocational learners § The ‘motorway’ versus the “winding country road”
Barriers Structural § Perceived lack of parity (between vocational and academic pathways) § HEIs lack knowledge of: § vocational qualifications and their curricula § subject relevance of vocational qualifications § Entry requirements do not provide clarity for applicants with vocational qualifications § Perception that applicants with vocational qualifications will not have the ability or commitment to succeed in HE
Barriers “There is an uneven awareness and response to the increasing diversity of applicants, qualifications and pathways to HE” Professor Steven Schwartz, 2004
Progression Helping individuals § Aimhigher § Awareness § Aspirations § Attainment § Lifelong Learning Networks (LLNs) § Collaboration between HE and FE § Guidance and support for learners on vocational pathways
Progression Structural changes § Good practice by HEIs § Positive messages in publicity material § Improving curriculum fit between degrees and Level 3 qualifications § Researching and monitoring admissions and progression § § UCAS data Clarity of entry requirements § UCAS Entry Profiles § UCAS Tariff § Role of SPA
Progression Structural changes § UCAS Entry Profiles § 94% of home students and 96% of international students stated that EPs were either extremely helpful or helpful within the application process § In finding out about courses in HE the two most used sources of information were EPs on UCAS Course Search and HEIs websites, with EPs being used by 84% of all respondents to the question Source: Supporting Professionalism in Admissions Programme (SPA), 2006 § Delivery Partnership Steering Group Targets: § 75% coverage by September 2007 § 100% coverage by September 2009
Progression Structural changes § UCAS 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 § Currently undergoing review
I shall be telling this with a sigh Somewhere ages and ages hence Two roads diverged in a wood, and I – I took the road less travelled by, And that has made all the difference The Road Not Taken by Robert Frost First published 1916
HEPI Conference – 10 October 2007 Any Questions ? Anthony Mc. Claran, Chief Executive Rosehill, New Barn Lane Cheltenham GL 52 3 LZ t: +44 (0) 1242 544990 f: +44 (0) 1242 544959 e: a. mcclaran@ucas. ac. uk
Скачать презентацию HEPI Conference 10 October 2007 The Road
8e6372be6482c19c3b4590d529106ed1.ppt