1. HEPI Conference – 10 October 2007 The Road Less Travelled Vocational Qualifications and HE Entry Anthony McClaran Chief Executive

2. Overview Analysis Goals Obstacles Progression Questions and discussion

3. Analysis A level progression rate to HE : 84% Vocational level 3 progression rate to HE : 51% (Source: Youth Cohort Study 11)

4. Analysis Source: UCAS Data and Statistics Unit A levelLevel 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

5. Analysis Source: UCAS Data and Statistics Unit A levelLevel 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

6. Analysis Source: UCAS Data and Statistics Unit Percentage of accepted applicants with L3 vocational qualifications Subject Areas (2006 entry)

7. Goals The 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.

8. 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

9. 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

10. 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

11. 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

12. Barriers There is an uneven awareness and response to the increasing diversity of applicants, qualifications and pathways to HE Professor Steven Schwartz, 2004

13. Progression Helping individuals Aimhigher Awareness Aspirations Attainment Lifelong Learning Networks (LLNs) Collaboration between HE and FE Guidance and support for learners on vocational pathways

14. 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

15. Progression Structural 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 question Source: Supporting Professionalism in Admissions Programme (SPA), 2006 Delivery Partnership Steering Group Targets: 75% coverage by September 2007 100% coverage by September 2009

16. 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

17. 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

18. Any Questions? Anthony McClaran, Chief Executive Rosehill, New Barn Lane Cheltenham GL52 3LZ t: +44 (0) 1242 544990 f: +44 (0) 1242 544959 e: a.mcclaran@ucas.ac.uk HEPI Conference – 10 October 2007