1. HEPI Conference – 7 October 2008 Developments in Higher Education Applications and Admissions: Implications for Universities, Schools and Colleges Anthony McClaran Chief Executive

2. Overview Fair Admissions – The Schwartz Report Principles of Fair Admissions Contextual Data UCAS Role Admissions: The Current Context Parity of Esteem? The UCAS Tariff Conclusion

3. Fair Admissions Schwartz Report 2004 Issue – differing interpretations of merit and fairness What is fairness? 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.

4. Fair Admissions Schwartzs principles of fair admissions 1. Transparency 2. Selection for merit, potential, diversity 3. Reliability, validity, relevance 4. The minimising of barriers 5. Professionalism

5. Contextual Data The Group does believe that it is fair and appropriate to consider contextual factors as well as formal educational achievement. Professor Schwartz

6. Contextual Data HEIs should continue to use, and where possible expand the use of, all the information available to them to identify the best students with the greatest potential and ability to reach the highest academic achievement. National Council for Educational Excellence – Recommendation 6

7. UCAS Role UCAS – responsibility to provide fairness and equity to all applicants UCAS Tariff Entry Profiles Contextual data UCAS CPD Programme Collaboration with SPA The advantage for both applicants and institutions is that it eliminates duplication of effort, and provides a fair and consistent framework within which both applicants and institutions can compete. Source:www.wikipedia.org

8. Admissions: The Current Context Delivery Partnership Steering Group Universities UK Admissions: the higher education sectors plans for change Entry profiles: the drive for transparency Entry profiles working group – 100% coverage Sept 2009 UCAS – standard template drafted 2009 entry: 77.5% coverage (38,876 of 50,153 courses) 95% in applicant survey say EPs helpful or extremely helpful

9. Admissions: The Current Context Admissions tests: supporting fairness or additional burden? SPA report (June 2007) analysed use of tests Checklist of good practice – to clarify why tests are used Adjustment period August 2009 – A Level results day to 31 August Attempt to address key area of perceived unfairness

10. Admissions: The Current Context Feedback to unsuccessful applicants SPA – statement of good practice Recommendation that HEIs provide feedback, on request, to unsuccessful applicants Electronic delivery where appropriate Information, advice and guidance Appropriate, high quality, timely advice is essential

11. Admissions: The Current Context Art and Design courses Simplification of current dual route International, mature and part-time applicants Impact of admissions reforms PQA?

12. Parity of Esteem? Vocational qualifications – invisible? Entry requirements 93% mention A Levels 81% mention Advanced VCE 24% mention OCR National Extended Diploma 21% mention OCR National Diploma Many universities fail to provide clear guidance to vocational applicants

13. Parity of Esteem? UCAS Tariff Inclusion of vocational and new qualifications 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 Action on Access 2006 Current Tariff activity: A* Pre-U Scottish qualifications

14. The UCAS Tariff A challenging context: Link between qualifications and issues of fairness (HEPI report) Competitive qualifications environment Reflecting current practice or shaping future decisions? Reception of Tariff by HE admissions staff

15. Conclusion If we have a fair admissions system then success will not depend on connections, money or influence but on talent and motivation. This is a goal worth working towards. Professor Steven Schwartz - September 2004

16. Any questions Anthony McClaran Chief Executive, UCAS Tel: 01242 544990 Email: a.mcclaran@ucas.ac.uk