Teachers’ and Advisors’ Conference University of Leicester - 27 June 2008 Recruitment and Admissions to Higher Education: Patterns and Issues Anthony McClaran Chief Executive

Overview  Setting the scene  UCAS today  Admissions trends  Changes and challenges  Questions and answers

Setting the scene  Established central role in UK admissions providing wide-ranging, impartial service to schools, applicants and HEIs  UCAS is the central application agency for full-time  Undergraduate degree courses  Foundation degree courses  HND courses  HNC courses  Diploma of Higher Education courses  Certificate of Higher Education courses

Setting the scene  UCAS today “The UCAS system is sophisticated and allows for many different routes. Its advantages for both applicants and institutions are that it eliminates duplication of effort, and provides a fair and consistent framework within which both applicants and institutions can compete.” Wikipedia

Setting the scene ,900applicants534,495 44,500acceptances413, institutions 311 GTTR – CUKAS – UKPASS

Information and advice CPD Programme Marketing services Publications UCAS Card Website Data & statistics Consultancy Liaison with sector bodies/ Conferences & conventions Development of HE policy Qualifications & curriculum development Setting the scene

Source: UCAS Statistics Unit  Admissions levels

 Applicants by subject areas Medicine & dentistry13,64422,03921,393 Subjects allied to medicine26,08241,44141,696 Social studies25,38637,10939,416 Creative arts and design48,36559,54760,988 Physical sciences (including physical geography, geology & environmental studies)13,63514,38415,567 Linguistics & Classics11,08612,90713,177 Maths & computer sciences34,13626,25025,105 Source: UCAS Statistics Unit Setting the scene

Changes and challenges  Overview  Demographic change  The Leitch Report  curriculum  Foundation degrees  Differentiation  International recruitment  Post Qualification Application (PQA)

Changes and challenges Source: The Knowledge Partnership  Demographic change 2005 to 2028 projected 18 year old population

Changes and challenges  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

Changes and challenges  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

Changes and challenges Highest qualification held by young accepted applicants to full-time degree courses, 2004 entry (% of applicants accepted with these different qualifications/combinations at different types of institutions) QualificationRussell Group university Other Pre-92 university Post-92 university HE or FE college L3 voc qual (BTEC, AVCE) GCE A Level only L3 qual but no GCE A Level L3 voc – BTEC, AVCE A/AS or AVCE double, but no GCE A Level Numbers60,57367,756184,32420,865 Source: UCAS special analysis provided for Action on Access

Changes and challenges  curriculum  A* A level grades  Diplomas  How will HE react to Diplomas?  HE Engagement Project Board

Changes and challenges  Foundation Degrees  Continue to rise in popularity but still only account for low percentage of applicants to HE  No. of applicants by 24 March 2006:23,506  No. of applicants by 24 March 2008:30,846  % increase (2008 over 2006): 31.2% Source: UCAS Statistics Unit

Changes and challenges Source: Joint Council for Qualifications Provisional GCE A Level Results % 95% 90% 85% 80% 75% 30% 25% 20% 15% 10% ’92’94’96’98’00’02’04’06’ % 25% A - E A  Differentiation Percentage of A level Scripts Achieving Grades

Changes and challenges  Differentiation  curriculum changes  New forms of evidence  Unit grades  Admissions tests

Changes and challenges  International recruitment  Numbers increasing year-on-year  Fraud and verification  Financial implications  Perception that international students take HEFCE- funded places  Competition from other countries providing HE  UCAS International Board

Changes and challenges  International recruitment Overseas acceptances Area of domicile Home325,472333,942360,244345,564364,544 EU12,17512,57217,24718,28020,661 Other overseas 20,39227,79327,87827,04628,225 Total358,041374,307405,369390,890413,430 Source: UCAS Statistics Unit

Changes and challenges  International recruitment Country China6,1144,8484,5025,058 Ireland2,8743,1862,6752,572 France2,0292,1682,3882,559 Hong Kong2,2002,1362,3602,546 Nigeria1,6753,1872,0781,913 Germany1,6752,0022,0772,226 Cyprus 7821,7242,0222,593 Malaysia1,8711,8951,6981,942 Poland 851,0341,5551,973 Greece1,6901,4981,5211,632 Overseas acceptances by top ten contributing countries Source: UCAS Statistics Unit

Changes and challenges  Post Qualification Application (PQA)  Present system based on predicted examination results  Implementation of PQA long-delayed by logistical and political issues  Supported by Schwartz “The Steering Group wholeheartedly supports a move to PQA” Professor Steven Schwartz - September 2004  Consultation process  Delivery Partnership with Steering Group

Future challenges and changes  Post Qualification Application (PQA)  What are we trying to do with admissions?  “ The need to balance technical against human consideration has been a continuous theme in our office and committee considerations” Ronald Kay, General Secretary, UCCA, 1985 Freedomv.Assurance (mutual commitment) Institutions’ interestv.Applicants’ interest ‘Gathered field’v.‘First come, first served’ Speed of processingv.Time for good decision making

Future challenges and changes  Post Qualification Application (PQA)  Delivery Partnership:  Sector wide representation  Steering group  Initial proposals: i. Choices reduced - 6 down to 5 ii. Re-brand and re-launch Extra and Entry Profiles  Longer-term proposals: i. Adjustment period from 2009 ii. Provision of feedback iii. Simplification of Art and Design admissions

Any Questions? Anthony McClaran, Chief Executive Rosehill, New Barn Lane Cheltenham GL52 3LZ t: +44 (0) e: Teachers’ and Advisors’ Conference University of Leicester - 27 June 2008