Transcript Linking London Lifelong Learning Network

Information, Advice and
Guidance in FE and HE
Andrew Jones,
Linking London
Julia Wood, Morley
College
Scene Setting
What do we
mean by
higher
education?
You’d be forgiven for thinking...
It’s what you get at a university,
where you go to study on a full time
basis after finishing your A Levels at
18 in the school 6th form (or maybe
19 if you took a gap year) before
joining a graduate training
programme (with a 2:1 not a 2:2)
In reality: Changing HE Learner
39% of all undergraduate students studying part time
66.7% of all undergraduate students are 21+
48.5% of all students are studying for a first degree
48.6% of mature undergraduates are studying part time
(from HESA data for 2009/10)
Less than half of all full time HE applicants enrol with Alevels only (UCAS 2010 data)
approx 10% of the total undergraduate entrant
population in England are being taught at FECs
(Source: Diverse provision in higher education: options and
challenges. Report to the Department for Business, Innovation
and Skills, July 2010)
Changing HE Offer
More qualifications to choose from:
Degrees, foundation degrees, HNDs, HNCs, HE
Certificates/Diplomas, modular degrees, joint degrees,
professional qualifications, Higher Apprenticeships
More ways to study:
Blended learning, accelerated/intensive degrees
distance learning, part time & bite sized learning
More places to study at:
In the workplace, in college: HE offered by FE, abroad,
with a private provider, at home
Changes to HE Finance
The main changes are:
Universities and colleges can charge tuition fees of up to
£9,000 per academic year
Tuition Fee Loans will go up to cover the higher fees
Part-time students can apply for a Tuition Fee Loan
(replacing grants) for the first time
Students don’t start repaying their loan until they earn
£21,000 (up from £15,000)
Introduction of the National Scholarship Programme
Making HE Choices is becoming more
complex
More choice:
Providers
Qualifications
Flexible study modes
Plus:
Major changes to HE finance
Introduction of HE style loans for adult FE learners
In the context of major changes to the IAG landscape
At the same time……
Application process still based on A-level
applicant
Admissions information for non A-level
applicants is of variable quality – fair &
transparent?
IAG resources for learners and guides for
advisers and tutors still focus on 6th form Alevel applicant progressing on to full time
campus based study
What’s happening to applications for
2012 entry?
UCAS Applications 2012 Entry Feb 2012 Data:
Greater London:
2011
2012
Diff (+/-) Diff (%)
83,567 75,540 -8,027
-9.6%
Applicants by age (compared to 2011):
18 -2.6% 20 -10.9% 22 -8.9% 24 -10% 25-29 -10.9%
30-39 -9.4% 40 and over -9.8%
Overall: -7.3%
THE CEIAG Offer
College wide buy in to careers education, information, advice
and guidance (CEIAG) service from pre-entry to post exit
A CEIAG policy which includes defined roles and
responsibilities of key staff
Clear procedures for making referrals & for identifying and
supporting learners who, are at “risk” ensuring access to
impartial IAG qualified staff
Staff involved with CEIAG receive appropriate training
Explore potential for Accrediting Student Service Support – eg
Matrix Standard or Investors in Careers
CEIAG programme is systematically monitored, reviewed and
evaluated including student feedback
Advising Access Students on HE: Preentry
Provide detailed information to help applicants make an
informed choice, including course details, progression
opportunities , HE finance & benefits of HE study
Screen applications, eg to identify where IAG support may be
needed
Assess applicants suitability for level 3 study
Ensure right “fit”- is it the right course for them?
- will the course help them to achieve their career goals?
Have applicants considered impact of study on personal
circumstances and made appropriate arrangements?
Are staff aware of support services available and how and
when to refer?
Provide access to IAG resources to enable applicants to
prepare for Access to HE study & start planning ahead
Advising Access Students on HE: on
course
Encourage learners to start early – pre entry?!!
Ensure learners & staff know about the CEIAG support
available and how to access it: induction
Use of a variety of delivery mechanisms to update staff
and students on IAG matters: “distance/flexible offer”
Develop links with external organisations to enrich
CEIAG
Make effective use of UCAS Apply and Track to monitor
applications and offers
Use retention & progression to HE data to inform and
develop IAG offer
Advising Access Students on HE: on
course
Use a variety of delivery methods to help students identify:
Their own priorities, skills & career plans and how personal
circumstances will effect their choices
What they need to consider and find out to make an informed choice:
Potential benefits of HE study
Changes to HE finance & changing HE offer
range of progression opportunities
Information on application process including any additional
requirements – eg CRB check, relevant work experience, maths
Potential barriers – ie lack of information on entry requirements,
unrealistic offers and how to respond
How to make a strong application: personal statement & reference
How to prepare for HE study: getting ready, brushing up on study
skills, how HE study differs from level 3 study etc.
Advising Access Students on HE: Using
Data to inform progression
Provide examples of progression routes and
opportunities
Identify Alumni: Case studies / mentoring / talks /
Ambassadors
Identify blockages/barriers: from specific access courses
and to specific HEIs
Develop a resource of good and bad application forms /
personal statements / references
Provide evidence for developing closer links with HEIs progression agreements
Supporting Access students to make
successful applications: From Birkbeck to
Cambridge
Build relationships with HEIs
Students inducted in July and work on
Applications, Courses and Careers – before
September
Within first 2 weeks: agree the right degree
programme and universities that suit the
student
Individual support, case studies:
 Cambridge
 King’s
 Birkbeck
Contact Details
Andrew Jones:
[email protected]
Julia Wood:
[email protected]