Qualification reform and HE admissions Monday 23 November 2015

Janet Graham Director of SPA Introductory remarks

Agenda 11:10 - 11:35 An overview of the reforms Ben Jordan - UCAS 11:35 - 11:55 Key considerations Mike Nicholson - University of Bath 11:55 - 12:45 Interactive session: blockers and solutions 12:45 - 13:45 Lunch and networking 13:45 - 14:05 Engaging staff across the institution Claire Godden-Rasul - Durham University 14:05 - 14:25 Updating your prospectus and marketing materials Ben Furlong - University College Birmingham 14:25 - 15:15 Interactive session: prospectus 15:15 - 15:25 Discussion and feedback 15:25 - 15:30 Close

Key considerations for qualification reforms and HE admissions SPA NETT resources Key considerations for qualification reforms and HE admissions  Operational timeline  Template staff survey  Recommendation that all HEPs publish a qualification reform statement, and guidance on what to include Resource list for HEPs Guidance for school and college references - what HEPs would like to know http://www.spa.ac.uk/resources/qualification-reforms-nett

@SPA_Admissions #qualsreform

Ben Jordan Senior Policy Executive, UCAS

Qualification reform and the impact on HE 18/09/2018 Qualification reform and the impact on HE Ben Jordan Senior Policy Executive 18/09/2018

Setting the scene 18/09/2018

Near record demand for HE- Applicants by domicile There were 699,700 applicants in the 2014 cycle, 22,300 more than in the 2013 cycle, an increase of 3.3 %. 18/09/2018

Growth in BTECs – Entry rate by qualification held The proportion of the 18 year old population in England who entered HE and held a BTEC qualification increased to 6.7% in 2014. This is the highest entry rate holding BTECs recorded; 18 year olds in England are around 120% more likely to enter HE holding a BTEC than they were in 2006. 18/09/2018

English 18 year old acceptances holding BTECs to acceptances holding A levels 18/09/2018

18/09/2018 Percentage difference in applicant numbers to UK higher education between cycle and 2014 cycle for UK domiciled 18 year old by qualification group Most UK 18 year olds who apply to higher education through UCAS are studying for A level qualifications. At the March deadline for 2015 entry, there were 173,420 applicants studying for three or more A levels, 63 per cent of all UK 18 year old applicants. There were 42,130 applicants who were studying for a BTEC qualification (see technical note 2), 11,520 of those applicants were also studying for A levels, and 30,610 applicants were studying for BTECs alone. Scottish Higher or Advanced Higher qualifications were being studied by 17,240 applicants. There were 2,530 applicants studying for the International Baccalaureate. In 2015, applicants studying for BTECs (either on their own or in combination with A levels) accounted for 15 per cent of all UK 18 year old applicants, up from 11 per cent in 2011. Most of these applicants are studying only for BTEC qualifications – this group has increased in number by 37 per cent (+8,330 applicants) since 2011, with nearly half of this increase in 2015 (16 per cent, +4,150 applicants). Across the time period there are generally a smaller number of UCAS applicants studying BTECs alongside A levels, but their numbers show larger proportional increases. These applicants have almost doubled in number since 2011, with a 23 per cent (+2,150 applicants) increase in 2015. There are 6,230 fewer 18 year old UK applicants studying at least three A levels (without BTECs) in 2015 compared to 2011, a 3 per cent fall. Those applicants studying Scottish qualifications are up by 6 per cent over this period, and the number of applicants studying the International Baccalaureate has fallen by 15 per cent. 18/09/2018

The Qualifications pipeline “.....the proportion of students entered for purely academic qualifications has been in steady decline in recent years – from 70% in 2008 to 51% in 2012.” 9/18/2018

What’s happening? 18/09/2018

HE admissions perspective New Nationals - Scotland Decoupled AS - England New core maths - England New Highers Advanced Highers - Scotland Science practical - England New A levels – England, Wales, NI GCSEs – Wales and NI New Welsh Bacc - Wales VQ reform - England New GCSEs - England Coupled AS – Wales and NI Increased use of VQs Declining 18 year old population 18/09/2018

We are here DATA Biog, chem and phys – numbers (trend) 18/09/2018 DATA Biog, chem and phys – numbers (trend) 1/2/3 science progression trends – HML Tariff and POLAR 1/2/3 science - JACs We are here Overview of what is currently live: New Highers Revised VQs Interim WBQ 18/09/2018

The UK picture – A levels Open market: Coupled and decoupled Science practical embedded Decoupled Science practical grade Coupled Science practical embedded

The UK picture – GCSEs National 4 and 5 Open market: 9-1 and A*-U 9-1 A*-U

18/09/2018

Flow of GCSE grades to HE Year entering HE England Wales Northern Ireland 2016 A*-G 2017 2018 2019 A*-G and 9-1 (English language, English literature and mathematics) 2020 A*-G and 9-1 (Additional subjects) 2021 9-1 (All subjects reformed) 9-1 (depending on outcomes of consultation). 18/09/2018

Unpacking Qualification Reform: Results of the UCAS survey on A level reform 18/09/2018

In 2015, what will schools offer in terms of AS? 18/09/2018

In 2015, what will schools offer in terms of AS? 18/09/2018 In 2015, what will schools offer in terms of AS? 18/09/2018

What were the key drivers in this decision? 18/09/2018 What were the key drivers in this decision? 18/09/2018

Do you intend to revisit this decision in 2017? 18/09/2018

What programme will you offer in 2017? 18/09/2018 What programme will you offer in 2017? 18/09/2018

Qualification reform statements 18/09/2018 Qualification reform statements The report identified a clear demand from schools and colleges about how HEPs will accommodate the changing landscape. We have recommended that all universities and colleges produce Qualification reform statements. These are hosted on UCAS.com Only national picture 18/09/2018

Qualification offerings by schools Aware that HEPs would like more information about the qualifications each school offer. Currently have the reference, but space limited. Suggested that schools create a web page detailing their offer and input URL into reference. Looking at more sophisticated solutions as part of ongoing developments. 18/09/2018

What is UCAS doing to help? 18/09/2018 What is UCAS doing to help? UCAS products and services to include new qualifications Awareness raising Creation of Qualification Information Profiles for new A levels Qualification Guides providing detailed information regarding qualification changes Qualifications reform information on our website New Tariff Analysis and Research Conferences and events Progression pathway project What else can we do to help you? 18/09/2018

The new Tariff Ben Jordan Senior Policy Executive 18/09/2018

Background In July 2012 UCAS completed the Qualifications Information Review (QIR). The aims of this review were as follows: to understand and articulate what requirements learners, institutions and other stakeholders have for information about qualifications to enable fair, transparent and efficient admissions to HE to review how effective the Tariff and other approaches are in meeting these needs to work with a wide range of stakeholders, including regulators and awarding organisations, to develop and consult on improvements and alternative approaches Review found that HEPs would welcome more information regarding qualifications. 18/09/2018

Post QIR output As a result of the QIR, a new and comprehensive shared qualifications information service was initiated called NQIS. UCAS to date has produced the following outputs - Guidance and case studies to support HEPs making the transfer from using Tariff points to using qualifications and grades to define entry requirements and make offers New guidance published for applicants to help them understand how Tariff points are used to describe entry requirements and to make offers. Published Qualifications Information Profiles (QIPs) which offer detailed and standardised information on selected international qualifications and apprenticeship frameworks (2013). QIPs for Access to HE and UK Benchmark Qualifications are being published in 2014. 18/09/2018

Keeping a Tariff QIR was in favour of gradual phasing out of the current UCAS Tariff. 19.3% of respondents wanted to retain the Tariff for setting entry requirements, offer making and other admissions practices. Issues raised with the current Tariff included: influence size of qualification has on overall points and lack of transparency as to how points are allocated lack of recognition that some qualifications, such as AS and A level, operate in different parts of Level 3/SCQF Level 6 inability to accommodate non-traditional and some vocational qualifications. In September 2012 the UCAS Board agreed to replace the current Tariff with a simple, transparent, more efficient method. Currently 32% of published and running courses for 2014 entry contain explicit Tariff entry requirements. 18/09/2018

Proposed new Tariff method size (points) x grade (points) = Tariff points Size bands - qualifications will be allocated a size band of 1 to 4, based on their guided learning hours Grade bands – qualifications will also be allocated a grade band. Our recommended option contains 12 grade bands across a value range of 3-14. These grade bands spread across the breadth of Level 3 / SCQF Level 6 Points are determined by multiplying size and grade bands 18/09/2018

Positioning of the AS Value of AS qualification has been adjusted to circa 40% of an A level at each grade to reflect the Ofqual statement – ‘the material studied in AS is less demanding than an A level’. Adjustment has been applied to other qualifications e.g. Pre-U short-courses that are aligned to the AS rather than the A level. 18/09/2018

Example Tariff values Qualification Tariff score A level – A* 56 AS – A 20 BTEC Extended Diploma - DDD 144 Welsh Bacc (2017 award) – A* CACHE Extended Diploma for the Children and Young People’s Workforce - C 96 Scottish Higher - A 33 Example of offers Current Tariff points total New Tariff points total Three A Levels at grades A, B, B 320 128 Five Scottish Highers at grades A, A, B, B, C 340 141 18/09/2018

Resources - new Tariff Resources currently available to support the switchover are available on the UCAS website: https://www.ucas.com/advisers/guides-and-resources/tariff-2017 18/09/2018

SPA guidance on the UCAS Tariff changes Available at www.spa.ac.uk Guidance for all HE providers: Who needs to know what? Should you use the Tariff? Tariff-based assessment Are your data systems ready?

Keep in touch Ben Jordan Senior Policy Executive  01242 544 883  b.jordan@ucas.ac.uk 39

Mike Nicholson Director of Student Recruitment & Admissions University of Bath Key considerations for HEPs

Interactive session: blockers and solutions Identify one key issue you are grappling with. Write your issue on a post it note and attach it to your flipchart paper, grouping similar issues together. Each person to tell the group about their chosen issue in a little detail. Groups to spend 5 minutes or less on each issue. Consider: What ‘blockers’ are in the way? Give your peers advice about what solutions might be available. Attach blocker and solution post its to your paper. Decide which two issues a nominated group member will feed back to the wider group.

Claire Godden-Rasul Undergraduate Admissions Officer Durham University

Qualification Reform: Engaging Staff from Across the Institution Claire Godden-Rasul 23rd November 2015

NETT: What We Did 2 Surveys Academic staff Student Recruitment staff Purpose: Investigate understanding and engagement

NETT Survey Pilot Findings Staff aware of reforms: 97% of recruitment staff 70% of academic staff A Level and AS Level changes most familiar Academics’ timeline awareness: negligible

NETT Survey Pilot Findings Almost half of academic staff did not know where to find any information about the reforms Greatest concerns: Academic staff: receiving and understanding information Recruitment staff: advising potential applicants

NETT Survey Pilot Findings What staff want: Face to face training from central admissions staff Written briefing(s) from central admissions staff Online training

NETT Survey Development Amalgamation of the surveys Purpose expanded: to educate Institutional specific Template survey on NETT webpage

Create Your Own Survey Add your own questions or edit ours! Platforms: Bristol Online Survey SurveyMonkey Consider sensitivities in your own institution Guidance provided to participants

Anonymity Honest answers Not a test! Following up Understanding/regulating participants Identifying trends Sensitivities

Wider Context of a Survey What are your plans? And what can you commit to? What is the purpose? How will you feed back or follow up? How long will you allow and does this fit? Who will be asked/required to complete it? Who will you work with to develop this?

Who Will You Ask? Who answers enquiries? Pre-application enquiries come before decisions - this is now! Who makes ‘decisions’? Who else is involved?

Impact beyond Admissions Teaching development and approaches Planning HESA Marketing and Communications IT

Partnerships Schools Liaison and Student Recruitment Faculties/Schools Academic training and development/HR Responsibilities and sharing the load

What will they need to know? Impacts on your own institution Changes to curriculum Impact upon entry requirements – more or fewer options? Where to find information Colleagues to contact Matrix

Ideas Online module or written briefing/guide(s) Face to face training or briefing Resource list and repository ‘Conversation’ or workshop Online forum or enquiry/answer sharing Staff bulletins and magazines

Ben Furlong Senior Admissions Officer University College Birmingham Updating your prospectus and marketing materials

Interactive session: prospectus Flick through the prospectuses on your table. As a group, identify specific areas in the prospectus that would need updating and bookmark with post it notes. In your group you should devise an action plan on flip chart paper for updating the prospectus. Consider – what specifically needs updating and when, applicants from different areas of the UK, who else in the HEP needs to be involved. Note down any action points that you might want to take back to your own institution. Nominate one person in the group to present the action plan back to the wider group.

Dan Shaffer Head of Professionalism in Admissions SPA Discussion and feedback

Please remember to fill in feedback forms and return your badge Thank you for coming! Please remember to fill in feedback forms and return your badge enquiries@spa.ac.uk @SPA_Admissions #qualsreform