1. Qualification reform and HE admissions Monday 23 November 2015

2. Janet Graham Director of SPA Introductory remarks

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

4. 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

5. @SPA_Admissions #qualsreform

6. Ben Jordan Senior Policy Executive, UCAS

7. 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

8. Setting the scene
18/09/2018

9. 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

10. 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 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

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

12. 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 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 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

13. 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

14. What’s happening?
18/09/2018

15. 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

16. 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

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

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

19. 18/09/2018

20. 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

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

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

23. 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

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

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

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

27. 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

28. 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

29. 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

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

31. 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

32. 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

33. 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

34. 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 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

35. 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

36. 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

37. Resources - new Tariff
Resources currently available to support the switchover are available on the UCAS website:
18/09/2018

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

39. Keep in touch Ben Jordan Senior Policy Executive  01242 544 883 39

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

41. 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.

42. Claire Godden-Rasul Undergraduate Admissions Officer Durham University

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

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

45. 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

46. 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

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

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

49. 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

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

51. 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?

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

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

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

55. 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

56. 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

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

58. 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.

59. Dan Shaffer Head of Professionalism in Admissions SPA Discussion and feedback

60. 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
@SPA_Admissions
#qualsreform