HEPI Conference – 10 October 2007

The Road Less TravelledVocational Qualifications and HE Entry

Anthony McClaran

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

Source: UCAS Data and Statistics Unit

A level Level 3 vocational

Russell Group

Post - 92 universities

88.9%

59.4%

4.6%

25.9%

Independent Schools

FE Colleges

93.1%

39.1%

1.8%

35.3%

18 year olds

20 year olds

91.8%

36%

18.5%

27%

Characteristics of vocational applicants through the UCAS service

Analysis

Source: UCAS Data and Statistics Unit

A level Level 3 vocational

Higher SEGs

Lower SEGs

80.1%

68.6%

15.8%

26.8%

White applicants

Asian applicants

Black applicants

72.7%

73.3%

43.2%

19.1%

24.7%

24.6%

Characteristics of vocational applicants through the UCAS service

Analysis

Source: UCAS Data and Statistics Unit

Percentage of accepted applicants with L3 vocational qualificationsSubject Areas (2006 entry)

0 10 20 30 40

medicine,dentistrysubjects allied to medicine

vet science,agriculturephysical sciences

maths,comp scienceengineeringtechnology

social studieslaw

business,adminmass comms & doc

european languageshistory,philosophy

creative arts,designeducation

su

bje

ct

percentage

GoalsThe 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 40% of adults qualified to Level 4 and above

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

ProgressionStructural 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 questionSource: 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

Any Questions

??Anthony McClaran, Chief Executive

Rosehill, New Barn LaneCheltenham GL52 3LZt: +44 (0) 1242 544990f: +44 (0) 1242 544959

e: a.mcclaran@ucas.ac.uk

HEPI Conference – 10 October 2007