Supporting learners’ progress to Higher Education: A guide for advisers

Supporting Learners Progress to Higher Education: A Guide for Advisers.

Andrew Jones, Deputy Director and IAG Specialist Linking London September 2013

Foreword We hope that the information, resources and web links provided in this guide will be of use to advisers who support learners, including potential learners in the workplace, who are interested in progressing onto higher education (HE). It is aimed at both experienced Information Advice and Guidance (IAG) practitioners and those new to IAG who have a responsibility for, or an interest in, helping learners and potential learners find out more about higher education. This includes staff employed by HEIs to deliver outreach activities and provide th information and advice to learners in school 6 form and further education colleges and to adults not in education.

Information on progression to HE for both learners and advisers has traditionally focused on the requirements of A-level learners progressing on to full time HE provision. This guide includes information for supporting vocational learners from level 3 (e.g. Access to HE Diploma, BTEC Nationals and work based learners including Advanced Apprentices) as well as A-level learners, and provides an overview of the full range of HE providers and study modes, including full time, part time, work based and distance learning.

We welcome any suggestions, comments and feedback to help us make this a valuable resource for anyone who provides information, advice and guidance about HE. About Us Linking London is a partnership of twenty eight organisations, including ten universities, ten further and adult colleges, and eight other members made up of a 6th form college, a school, two awarding bodies (City and Guilds, OCNLR) a professional body (IAM), unionlearn, jisc and the Young People’s Education and Skills team at London Councils. This partnership is dedicated to working collaboratively to identify opportunities and to meet the challenges of the changing educational landscape, building on our experience and track record of the past seven years.

Further information is available at: www.linkinglondon.ac.uk If you would like to find out more about Linking London please email: info@linkinglondon.ac.uk

Andrew Jones, Deputy Director & IAG Specialist Linking London, September 2013

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Contents 1 – An Introduction to Higher Education ................................................................................... 4 2 - Routes into Higher Education ............................................................................................... 5 3 - Higher Education Qualifications ........................................................................................... 9 4 - Higher Learning Study Options (modes) ............................................................................. 12 5 - HE Providers ........................................................................................................................ 14 6 - Supporting learners in making informed choices about HE ............................................... 17 7- Supporting learners on Access to HE Diplomas, Advanced Apprenticeships, Advanced Diplomas, A-levels and BTECs progress to HE.......................................................................... 23 8 - Applying for a HE Course .................................................................................................... 29 9 - Preparing for Student Life ................................................................................................... 36 10 -Graduate Employment ...................................................................................................... 38 11 -Glossary of terms ............................................................................................................... 43 12 -Useful Adviser Web Links .................................................................................................. 45 13 -Further Information ........................................................................................................... 48

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Linking London Information, Advice and Guidance Offer: 2013-14 The following list outlines the IAG support available to Linking London partner further education colleges and sixth form colleges and partner higher education institutions, including our new collaborative IAG HE offer:

Twice termly IAG practitioner meetings to explore latest developments and share good practice relating to progression to HE. Aimed at staff supporting learners progress to HE in Linking London FE and sixth form colleges and HE WP and HE outreach staff Access to innovative IAG resources, aimed at learners and advisers, to include information about Linking London HE partner offer Receive updates on IAG news, resources and policy matters, as well as partner outreach activities, via a monthly IAG newsletter An e-IAG service for staff on all matters relating to HE progression, provided by Linking London staff, via phone and email * Staff development support in house, drawing on our HE partners and Linking London staff expertise, to update the knowledge base of staff, including tutors, involved in helping students make effective HE choices and successful transitions HE surgeries/advice sessions offer delivered at partner FE and sixth form colleges, brokered by Linking London and delivered by partner HEIs and Linking London staff as part of Linking London’s collaborative HE IAG offer A HE Roadshow offer – delivered at FE and sixth form partner’s institutions. Collaborative HE input offering themed roadshows on: Introduction to HE, Making informed HE choices and Applying to HE. On request and subject to availability. Aimed at both learners and staff.

To discuss the offer in more detail please contact Andrew Jones, Deputy Director and IAG Specialist, Linking London: email: as.jones@linkinglondon.ac.uk or phone: 0207 380 3224 To find out if you are a member of Linking London visit: www.linkinglondon.ac.uk

*Progression Advice Line (E-IAG Service) Helpline for partner college and HE staff: Tel: 020 7380 3226 Email: info@linkinglondon.ac.uk

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1 – An Introduction to Higher Education Higher education (HE) refers to studying for qualifications above level 3, such as a degree or higher national diploma. There are also different types of degrees such as foundation degrees.

These can be studied in further and higher education colleges as well as universities, with private training providers and in the workplace. A wide range of courses can be studied, from academic courses such as English, History and Maths, to courses with a vocational focus, for example Teaching, Nursing and Sports Coaching.

Courses can be studied on a full time basis, or in many cases by part time or distance learning.

HE in the UK has changed significantly over the past thirty years. The number of students studying at universities and colleges has increased dramatically, with over two million students at higher education institutions today. HE courses are increasingly being offered not only on a full time basis but via part time, distance or e-learning and in the workplace. In addition learners can choose from an increasing number of HE providers, including further education colleges and an ever growing number of private HE training providers, as overseas providers.

Higher level study can also be undertaken as part of a higher apprenticeship. Updated information on higher apprenticeships can be found in this guide along with information on MOOCs, which may or may not be the next big thing in online HE learning – its too early to tell at present.

The HE learner has also changed. Formerly these were largely A-level school leavers progressing on to full time HE provision. The HE student population now includes significant numbers of mature and part time students, and nearly half of all entrants to full time undergraduate study enter with qualifications other than A-levels.

Facts and Figures • There are currently approximately 300 universities and colleges offering over 45,000 different full time undergraduate course combinations • Universities are self governing and independent, and typically range in size from 4,000 to 32,000 student (The Open University has 180,000 students)

• •

•

•

•

• • •

•

There were 2,496,645 students studying for a HE qualification in the UK in 2011/12.

In England there has been a drop in numbers of students starting full time undergraduate courses last Autumn (2012). Approx 12% decrease compared with 2011 entry.

122,147 students were studying HE in English Further Education Colleges (FECs) of which 10,321 were students at FECs in Greater London. Approximately 1 in 10 HE students study in a further education college There has been a 52.3% increase in part time undergraduate enrolments between 1997 and 2007. However numbers taking up part-time undergraduate degrees have fallen by 40% in England since 2010 - that is 105,000 fewer students. Approx a third of all HE undergraduate students currently study part time According to UCAS statistics in 2000 64.7% of all accepted students into full time undergraduate HE had studied A-levels. In 2010 this figure reduced to 53.1% Nearly 40% of HE students now study within 25 miles of their home location (09/10 figures) 25% of new OU students enrolments aged between 17 – 25 years of age (09/10 figures) Approximately 160,000 HE students are studying at non-public (i.e. private) institutions (11/12 figures) Approximately 22,000 + UK students study abroad on degree level programmes (09/10 figures).

What are the benefits of completing an HE Course?

There are a number of potential benefits that higher education can offer: •

•

•

•

For a number of careers entry is only possible via a HE qualification: e.g. Dentistry, Nursing, Law Teaching,, Chartered Engineering, and Architecture HE develops a number of transferable skills highly valued by employers, including verbal and written communication skills, numeracy, interpersonal skills, ICT skills, organisational and time management skills and analytical and critical thinking skills A higher education qualification can lead to increased earning potential, a wider range of opportunities and a more rewarding career.

Many employers target graduates in their recruitment campaigns On average, graduates tend to earn more than people with level 3 qualifications who did not go to university

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• •

•

•

Graduates are less likely to be unemployed Graduates are more likely to have flexibility in their work, e.g. the option of working from home Graduates are less depressed, less likely to smoke or become obese, are more likely to vote in elections and help with their children's education and have a higher sense of wellbeing (study commissioned by HEFCE) Studying in HE provides a student with the opportunity to study a subject of interest in depth and encourages them to see the world from different perspectives

However, learners considering higher level study need to appreciate that having a HE qualification comes with no guarantees in the graduate labour market. This is discussed in more detail in the section on graduate employment. It is also important that learners are up to speed with the changes to HE Finance in order for them to make an informed decision about HE and whether to apply.

HE Finance It is vitally important that learners are given accurate information on the changes to HE finance in a clear and accessible way. There are still a number of myths and misconceptions that need to be addressed in order for learners to make informed choices about their HE choices and indeed if HE is right for them.

The following key resources are aimed at both learners, advisers, teachers and parents.

Advice and Support for Students: Student Website www.gov.uk/browse/education/studentfinance Students & Parents/Sponsors Customer Helpline 0845 300 5090 www.facebook.com/SFEngland http://twitter.com/sf_england Expert Advice for Practitioners: Practitioner Helpline: 0845 602 0583 www.practitioners.studentfinanceengland.co.uk

Practitioner Team Email: ssin_queries@slc.co.uk The Scholarship Hub Online database of UK scholarships, grants & bursaries & funding available for UK/EU students http://www.thescholarshiphub.org.uk

Money saving expert: http://www.moneysavingexpert.com/students Includes guides for potential HE learners, teachers on HE finance for 2013, money saving tips for students in HE and a student loan calculator.

Hotcourses hotcourses search facility for scholarships. www.scholarship-search.org.uk UCAS: www.ucas.com Course Search includes: Information on fee levels and links to HEI bursary & scholarships.

2 - Routes into Higher Education Entry Requirements Every HE course will have its own specific entry requirements and these vary greatly between institutions. For example, entry requirements for competitive courses will be high whereas The Open University, for example, does not require previous qualifications for most of its courses.

Traditionally, entry requirements have been based upon academic qualifications such as A -levels.

Although still true for certain universities, this is generally no longer the case.

Entry to HE can be through: • • • •

A generally recognised Level 3 qualification Previous study in HE Work experience deemed to be equivalent to a recognised qualification A combination of the above

This means that the main routes into HE are: • School/college • The workplace Other HE courses Qualifications for Entry to HE In England there is a national qualifications framework which means it is possible to compare different qualifications. Qualifications which on their own or in combination with others can be considered for entry into HE are known as level 3 (HE starts at level 4). These include: Access HE Diploma - One year full time / two years part time A levels - Generally two years full time BTEC Nationals - Two years full time

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NVQ3* - Part time / day release / workplace assessment Professional qualifications at level 3 - Varying modes of study, but typically part time and often in the workplace (see section 3 HE qualifications in this guide).

*While in theory it is possible to progress to HE, usually onto a foundation degree, from NVQ 3, in many cases additional bridging support may be required to ensure the learner has written and study skills to a required level.

Non- A level routes into Higher Education LEVEL 3 ACCESS TO HIGHER QUALIFICATION EDUCATION (HE) DIPLOMA

ADVANCED APPRENTICESHIP

OVERVIEW

Aimed at adults who may have few, or no, formal qualifications.

Designed to provide the skills needed to progress to HE.

Work-based training programme.

LENGTH OF STUDY ENTRY REQUIREMENTS

1 year full time, 2 years part time.

Between one and three years to complete depending on sector.

Level 2 qualifications such as 5 GCSEs at A*–C, or an Apprenticeship at L2.

WHO OFFERS IT?

FE Colleges, some adult education colleges and a limited number of community based organisations.

HOW IS IT STUDIED?

Flexible courses, enabling students to study full time or part time.

HOW IS IT ASSESSED?

Usually assessed on the basis of coursework. However, on most courses learners take an examination skills unit or complete assignments under exam conditions.

WHAT’S IT WORTH?

Students must achieve 45 credits at Level 3 and a further 15 credits must be achieved at level 2 or 3 (1 credit = 10 learning hours). From 2010, each level 3 unit that is successfully completed for the Diploma is awarded a pass, merit

No formal entry requirements.

Learners must demonstrate motivation, commitment and the desire to study.

In the absence of prior GCSE attainment individual providers often require prospective students to undertake an entry test.

Apprentices learn primarily in the workplace as paid employees, typically with day release at FE Colleges or a private WBL training provider to underpin knowledge.

Most of the training is ‘on the job’.

The rest can be provided by a local college or by a specialist learning provider.

Students work towards a National Vocational Qualification (NVQ) at Level 3, along with the Tech Cert (BTEC or City and Guilds) and Key Skills. They need to complete all 3 elements to complete the framework. Assessment methods are determined by the appropriate Sector Skills Council.

Advanced Apprenticeships do not currently carry a UCAS tariff although the qualification is seen as a route to HE, particularly on to Foundation Degrees, flexible workbased HE or Higher Apprenticeships. Advanced

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or distinction grade. Level 2 units are not graded nor are any additional Level 3 units.

UCAS TARIFF

N/A

WHERE CAN I FIND MORE INFORMATION?

www.accesstohe.ac.uk and www.ocnlr.org.uk

Apprentices will gain work-based learning qualifications such as NVQ Level 3, Key Skills and, in most cases, a relevant knowledge Based certificate such as a BTEC. Although the Advanced Apprenticeship does not, itself, carry a UCAS tariff, some Advanced Apprenticeship frameworks will include a component part, such as a BTEC Level 3 Diploma or a BTEC Level 3 Extended Diploma, which does carry a UCAS tariff. www.apprenticeships.org.uk www.cityandguilds.com

Non- A level routes into Higher Education LEVEL 3 QUALIFICATION BTEC Level 3 Extended Diploma OVERVIEW

Work related qualification. Aims both to support progression to HE or employment.

LENGTH OF STUDY

2 years full time.

ENTRY REQUIREMENTS

Level 2 qualifications such as 5 GCSEs at A*–C, or a relevant Level 2 BTEC qualification.

For some BTECs grade C or above may be required in maths and/or English. th FE &Sixth form colleges, 6 form schools, private training providers.

WHO OFFERS IT? HOW IS IT STUDIED? HOW IS IT ASSESSED?

WHAT’S IT WORTH?

UCAS TARIFF

WHERE CAN I FIND MORE INFORMATION?

Normally studied full time although students may, in some cases, have the option of studying part time.

Assessed and graded through assignments. All assessments are quality assured through internal verification and Edexcel carry out external verification activities.

Equivalent to 3 A Levels. Students get a combination of 3 grades - Pass (P), Merit (M), or Distinction (D). Each combination attracts a different UCAS tariff (see below).

The UCAS tariff according to the 3 grades obtained: D*D*D* = 420 DDD = 360, DDM = 320, DMM = 280, MMM = 240, MMP = 200, MPP = 160, PPP = 120. www.edexcel.com

Maths and English Requirements Learners will also need to demonstrate ability in English and if relevant maths, via: GCSE at grades A-C Key Skills at level 2 Functional skills at level 2 Entry tests if available Open University units

HEIs will set their own requirements for English and maths. A number of HEIs will accept key skills and/or functional skills at level 2, while others will only consider learners with GCSE grades A-C. Learners will need to check entry requirements carefully.

Admissions Tests

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Some HEIs require learners to pass an admissions test as well as meet standard qualifications for courses in certain subjects. Further details for these tests are provided by UCAS: www.ucas.com/how-it-all-works/explore-youroptions/entry-requirements UCAS Tariff The UCAS Tariff is a points system used to report achievement for entry to higher education (HE) in a numerical format. It establishes agreed comparability between different types of qualifications and provides comparisons between applicants with different types and volumes of achievement. For a list of qualifications included in the UCAS Tariff go to: www.ucas.com/how-it-all-works/explore-youroptions/entry-requirements/ucas-tariff A number of HEIs express their entry requirements in the form of UCAS tariff points (often with specific grade requirements) for full time undergraduate courses. Some HEIs do however still ask for specific grades instead of a UCAS tariff score. While some HEIs also ask for UCAS tariff points for part time provision a number of institutions, including Birkbeck, University of London and The Open University have their own admissions policy and often have more flexible entry requirements. For information on qualifications and the UCAS tariff points attached go to: www.ucas.com/students/ucas_tariff/tarifftables

The Key Information Set The introduction of the key information set (KIS) means that HE applicants have access to more easily accessible and standardised information when making their HE choices.

The Key Information Set consists of detailed statistical information identified by HEFCE as pertinent to informed student choice. The KIS includes the following; student satisfaction survey results, course and entry information, employment and salary data, accommodation costs, financial information including fees and information relating to the students’ union.

Since September 2012 all UK universities and university colleges are expected to publish Key Information Sets data on their web sites. Also, the Unistats website includes the Key Information Sets: http://unistats.direct.gov.uk Examples of the range of information included are provided below:

The tariff has been subject to a great deal of scrutiny as part of the UCAS Qualifications Information Review. Proposals to overhaul the tariff system were put forward for consultation by UCAS earlier this year. Ucas have recommended that universities consider the "gradual withdrawal" of the tariff system and replace it with the "greater use of qualifications and grades".

A final decision on whether to abolish the tariff system, due originally in the autumn of 2012, has still yet to be made.

UCAS Entry Profiles For full time undergraduate courses a good source of information on entry requirements, including admissions tests along with a wide range of useful related information on the applications process are UCAS Entry Profiles. Entry Profiles can be found via www.ucas.com/students/coursesearch on the UCAS website, and are signified by the symbol EP.

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3 - Higher Education Qualifications

time course. They are roughly equal to the first two years of a degree and it is possible to gain a BA/BSc degree qualification with further study.

Introduction to HE Qualifications HE qualifications cover a wide range of subjects, including combinations of subjects, and work areas. It is not always possible to neatly divide courses into ‘academic’ or ‘vocational’. However, it is possible to say that some courses more than others – for example Foundation Degrees and BTEC Higher National Diplomas, or short courses in the workplace – are seen as more ‘work related’ in terms of learning, teaching, content and assessment. In choosing a suitable course it is always important for learners to research carefully before making a choice.

Higher National Diplomas (HNDs) and Higher National Certificates (HNCs) HNDs are usually offered by FE and HE colleges and are available in a variety of vocational (work related) subjects. They are roughly equal to the first two years of a degree. It is sometimes possible to continue studying after the HND to gain a degree. HNCs are usually studied part time over two years by students who are also working. HNCs nd can allow entry to a 2 year of a degree, although this should be checked before enrolment.

Choosing a qualification Universities and colleges offer a wide range of HE courses which lead to a range of different types of qualifications. It’s important that learners choose the qualification that will best suit their needs and career aspirations. What kind of qualification learners study towards depends (to some extent) on what they want to do with the qualification at the end of their studies.

Qualification Levels Within higher education there are different ‘levels’ of courses. In England there is a higher education qualifications framework which means it is possible to compare different HE qualifications. On this framework qualifications are ‘graded’ in terms of difficulty, at levels 4, 5 and 6. This framework also means that having finished one course at one level, students may progress to the next level.

Honours (Bachelors) Degrees Usually take 3 years full time or 4 years if the degree course includes a period of study abroad or on a work placement. They are usually called a Bachelor of Arts (BA), Bachelor of Science (BSc) although some degrees have their own title like Bachelor of Medicine (MB) or Bachelor of Education (BEd). Honours degrees can also be taken part time or by distance learning. A part time honours degree can take between 4 and 6 years to complete.

Foundation Degrees Often studied at a further education college, they are available in a range of vocational subjects like Early Years, Youth and Community Work and Health Studies and are usually studied while in employment, but are also often available as a full

Higher Education Certificates & Diplomas Certificates of Higher Education are academic, rather than vocational qualifications. They are roughly equivalent to a first year of a degree or an HNC and usually take a year of full time study to complete. Higher Education Diplomas are available in a range of subjects and usually take two years full time and potentially can be topped up to a full degree with further study.

Short courses Many short courses or even in-house training provided for employers by higher education institutions may be accredited at higher education level (level 4 upwards on the national framework).

This is at the same level as other higher education courses. These may include short courses from degree courses but also professional qualifications.

Professional qualifications Professional qualifications are qualifications awarded directly by professional bodies. Examples of professional bodies include the Institute of Administrative Managers (IAM) www.instam.org and the Chartered Management Institute (CMI) www.managers.org.uk. (More information on these and other professional bodies is available in the further information section of this guide).

Professional qualifications are usually completed in the workplace on a part time or distance learning basis and relevant previous study and/or work experience can lead to exemption from parts or complete levels of the qualification.

Professional qualifications can be offered from level 1 up to level 8 in the QCF framework. As the qualification is likely to be directly relevant to their current job role employers are often prepared to part or full fund the qualification or indeed require them to do so as part of their CPD.

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A number of Higher Education courses are recognised by professional bodies and can provide either partial or in some cases complete exemptions for specific professions. When making decisions on which course(s) to apply for learners need to make contact with the relevant professional body to find out which courses they recognise and accredit.

Higher Apprenticeships Higher Apprenticeships (HAs) are also being developed to help learners to work and gain relevant qualifications and can offer a progression route from an Advanced Apprenticeship as well as potentially from some other level 3 qualifications.

Apprentices work towards work based learning qualifications such as a Level 4 Competence Qualification, Functional Skills and, in some cases, a knowledge based qualification such as a foundation degree, HND or HNC. At the time of writing over 40 HA frameworks have been developed or are near completion, see list below.

HA Frameworks Accounting Advanced Manufacturing Engineering Advertising and Marketing Communications Agriculture Banking Business and Administration Business, Innovation and Growth Care Leadership and Management Commercial Airline Piloting Construction Technical and Professional Contact Centre Operations Creative and Digital Media: Interactive Media* Employment Related Services Engineering Environmental Technologies* Express Logistics Facilities Management Fashion and Textiles (Technical) Food and Drink Hospitality Management Human Resource Management Insurance IT, Software, Web and Telecoms Professionals Legal Services* Life Sciences Management Power Engineering (Utilities Engineering Operations)*

Professional Services: Audit, Accountancy, Tax* Professional Services: Audit, Tax, Management Consultancy Project Management Providing Financial Advice Public Relations Retail Management* Space Engineering* Supply Chain Management Sustainable Building Technologies* Sustainable Resource Management* The Water Industry Vehicle Maintenance and Repair* Work Based learning for Practitioners* *Denotes still in development (May 2013) Although at present numbers of people on a higher apprenticeship are fairly small, the government are keen that more frameworks are developed and more people start them, and have funded a number of projects to help significantly increase numbers of higher apprentices.

In most cases demand greatly outstrips supply for all levels of apprenticeships. According to the National Apprenticeship Service, a record 11 applications are being made for each apprenticeship vacancy in the UK, the latest official data suggests. Almost 370,000 applications were submitted between February and April 2013, while 32,600 vacancies were advertised in the same period. But competition was as high as 17 per place in the arts, media and ICT. The National Apprenticeship Service said there had been a 32% increase since last year. However, vacancies have not kept pace with rising demand, going up only 15% over the same period in the previous year If learners are interested in applying for a HA they should be supported to do so where vacancies arise, but they should also be strongly encouraged not to put all their eggs in one basket and explore a range of other options, including, for example, higher level learning in the workplace once in employment as offered, by two of our Linking London HE partners: the University of Greenwich and Middlesex University.

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For more information on higher apprenticeships, including current vacancies go on to the National Apprenticeship Service (NAS) website: www.apprenticeships.org.uk

and teaching staff, including power-point presentations, video clips and lesson plans and supporting resources: www.apprenticeships.org.uk/Partners/IAG.aspx

Along with advertising HA vacancies NAS has produced a range of resources aimed at advisors

Qualification Levels Qualification

Length Full Time Length Part (years) Time (years)

Where next?

Final level

Honours Degree (BSc, BA)

3

4-6

Masters degree

6

Foundation Degree (FdA, FdSc

2

3-4

Honours degree

5

Higher National Diploma (HND

2

-

Honours degree

5

Certificate of Higher Education (CertHE)

1

2

Foundation or Honours degree

4

Higher National Certificate (HNC)

-

2

Foundation Degree or Honours degree

4

Short courses, accredited employer or vocational training

Various

Various

Other courses, foundation or honours degree

Various

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4 - Higher Learning Study Options (modes) HE courses can be studied not only full time but also on a part time and flexible basis and are delivered by an increasingly diverse range of providers. This section will explore the different study options, or modes, as they are often referred to, as well as the main types of HE providers.

Full time or part time?

Courses are usually referred to as being full time or part time. Learners need to know that this refers to the overall amount of study required per week not just time in the classroom. The actual classroom attendance on a full time course may be only 12 hours per week. Similarly the amount of attendance required on a part time course will vary between courses.

Part time courses may require attendance in the evenings only, for example those offered by Birkbeck, the University of London, or during the daytime. Some foundation degree courses in particular require occasional weekend attendance for students who are in full time employment during the week.

Part time courses can usually be taken while working part time or full time and work based courses will be designed to fit in with employer and employee needs.

Distance learning For those who need complete flexibility there is the distance learning option where learners study from work or home as and when they can, with support on offer online, through email, telephone and often via residential schools and study groups.

It may be of interest to those who: • want to learn when and where they want, at their own pace.

• have family and/or work commitments which make it harder for them to attend a regular course • have mobility or health problems that make travel or attendance difficult • live a long way from a training provider that provides the course the learner wants to study • work irregular hours or shifts The biggest provider of HE by distance learning is The Open University. Open University courses generally have no entry requirements, and no upper age limit. Courses range from short courses

for people who have never studied before to specialist courses aimed at postgraduates. The OU also offer “Openings” courses, introductory programmes for learners wanting to try a short introductory course before committing to a larger qualification.

It is worth noting that distance learning requires learners to be organised and self motivated. At the same time successful completion of a distance learning qualification can provide evidence of commitment, self discipline, time management and organisational skills to future employers.

Work based HE Work based learning, quite simply, is learning which takes as its starting point the learner and their activities at work in their company or organisation. The expectation is that the workbased learner has experience and expertise as a worker and is able to take their work activities and use them as a starting point for their studies.

Work based HE programmes differ from many traditional degree courses in that they require learners to demonstrate a high level of workplace competence alongside the equivalent standard of academic achievement. With both elements counting towards the qualification the work place becomes as much a learning environment as the lecture theatre or laboratory.

Entry requirements are usually flexible, as long as the learner has relevant work place experience and delivery is often flexibly on a part time and/or distance learning basis to fit in with work.

Learners work on real-world, problem-based projects, applying the knowledge and skills they have learned in theory to solve problems and address situations that employers and employees face. This can provide an opportunity for the learner to make a real difference to a company’s performance and profitability.

Support is normally provided by workplace mentors as well as course tutors for the academic element of the course. Work Based Learners (WBLs) can usually provide a range of evidence to show they have met the learning outcomes of the course, including completed projects or portfolios, reflective dairies and journals, business reports and presentations.

An increasing number of HEIs and FECs have developed work based HE programmes in collaboration with employers, with learners working towards foundation degrees,

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undergraduate degrees and professional qualifications. Examples of companies that have worked with universities and colleges to develop and deliver work based HE programmes now includes KLM, TUI, Network Rail, Norwich Union, Rolls Royce, BMW, the Environment Agency, BASF, Specsavers, Radisson Edwardian, the Metropolitan Police and the National Health Service.

Some HEIs, for example The Open University www.open.ac.uk and Middlesex University (which has a Work Based Learning Institute www.mdx.ac.uk/wbl) also offer introductory bite sized modules and certificates for distance learning and work based learners wanting to dip their toes in the water before committing to a full certificate, diploma or undergraduate degree programme.

The University of Greenwich runs Applied Professional Studies programmes aimed at learners in the workplace and an eight-week ‘Tool Kit’ work-based learning introductory course. For further information www2.gre.ac.uk/study/courses/aps School/College leaver trainee schemes School/college leaver trainee schemes aimed at Alevel or equivalent applicants look likely to continue to increase in popularity.

with graduate recruitment experts predicting the trend will spread to other industries. There are already a number of similar schemes offered in the retail industry, including Tesco’s, Morrison’s, and Marks and Spencer’s.

While it is unfortunate that they are nearly always referred to as school leaver schemes they are normally open to college leavers as well, although some do have an upper age limit. Entry requirements (which are often very high) are often expressed in terms of required A-level grades, but in many cases or equivalent is mentioned and often UCAS tariff points are referred to. GCSE grades are often required in addition, usually in Maths and English.

In cases where a learner with a vocational qualification is interested in applying and there is no mention of consideration of other level 3 qualifications it would be advisable to contact the employer to see if other qualifications would be considered. It is worth noting that competition for places is often intense.

Further examples of school/college leaver schemes are included in the further information section of this guide.

In 2011 Carl Gilleard, chief executive of the Association of Graduate Recruiters, predicted that changes to the higher education system would lead to more companies recruiting school leavers at 18 or younger.

"What employers find attractive is the targeting of young talented people at an early stage, so they can easily mould them into what they want them to be," he said. "There shouldn't just be one model of recruiting bright young talent to top graduatelevel jobs."

Some of the UK's biggest employers are looking beyond the traditional graduate jobs market and launching recruitment drives aimed directly at high achieving school leavers, amid concerns expressed by some employers on the impact university tuition fees will have on the quality and social mix of graduates entering the workforce.

All of the UK's "big four" accountancy firms – which between them recruit several thousand graduates each year – have developed degreeequivalent school-leaver training programmes,

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5 - HE Providers Universities Universities still provide the majority of HE courses across the UK offering a wide range of academic and vocational courses on a full time as well as part time basis. Most, but not all universities, have formed themselves into “like-minded” groups.

These groups are commonly referred to as mission groups and include:

Most FECs offer HE qualifications that are delivered by the college but validated by a university, which is often (but not always) local to the college. A small number of FECs have Foundation Degree (FD) awarding powers allowing them to deliver and validate their own FDs.

1994 Group (established in 1994 "to promote excellence in research and teaching” and includes 19 UK universities) www.1994group.ac.uk

The majority of qualifications offered by FECs are foundation degrees, HNCs and HNDs offered on a part time or full time basis. Applications for full time courses are usually made via UCAS and part time directly to the FEC. Many colleges also offer work based qualifications allowing the employee to attend on an evening or day time basis, usually once a week. These qualifications will often be professionally accredited.

Million plus (described as a think tank it consists of 28 universities from the UK. Many have long histories as colleges and subsequently polytechnics) www.millionplus.ac.uk

Progression to a full honours degree (often known as “top up”) is possible on successful completion and there are usually arrangements in place with the validating HEI onto a range of provision.

Russell Group (a collaboration of twenty UK research intensive universities established in 1994) www.russellgroup.ac.uk

HE programmes offered by FE partners of Linking London can be accessed via their websites which are listed on the www.linkinglondon.ac.uk website.

GuildHE (in the main smaller institutions focussing on art and design, performing arts , music, agriculture, education, health and sport). www.guildhe.ac.uk

University Alliance (is a new mission group which represents 22 universities that are "researchengaged" and "business-focussed"). www.university-alliance.ac.uk Further Education Colleges: HE in FE With approximately 1 in 10 of all HE students studying at a further education college, this is an increasingly popular choice for learners. The coalition government have publically expressed their desire to see a greater range of HE providers offering a greater degree of flexibility and this is likely to be a growth area in the foreseeable future. While some learners may be keen to study in a more traditional HE setting, particularly those looking for the full “campus” experience, there are a number of factors that attract HE in FE learners including: • cost – most FECs offer courses at very competitive prices • in many cases more contact time with tutors and smaller class sizes • local and familiar – for those students that have studied there before or live in the area

Private HE Providers The coalition government are encouraging the growth of private, for profit, providers offering HE provision, arguing that this will provide more options for HE applicants, meet unmet demand for student places, and introduce more competition into higher education, specifically in relation to fees charged.

A HEPI report, (Private Providers in UK HE: Some Policy Options, May 11) which defines private providers as those organisations offering degree level programmes and receiving no public funds, highlights how there has already been an expansion in specialist private higher education institutions. Six of these institutions have their own degree-awarding powers and are listed below.

The six private institutions which have their own degree-awarding powers are: •

The University of Buckingham, a not-forprofit company incorporated in 1973

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•

• • •

•

BPP University College, a for-profit company that began in 1976 and is now a subsidiary of the Apollo Group in the USA The University of Law, a charity created by the Law Society in 1967 Ashridge Business School, a charitable educational trust established in 1959 IFS School of Finance, a charity established over 130 years ago as the Institute of Bankers.

Regent’s College - in London, also gained degree awarding powers this summer (2012).

Many others deliver degree programmes which are validated by publically funded universities.

These include in London for example, The Greenwich School of Management (degrees validated by the University of Plymouth) and the New College of the Humanities opened in 2012 which also does not have degree-awarding powers, but instead teaches students for University of London International Programmes.

While the New College of Humanities and Buckingham University offer a range of arts and humanities degrees, generally speaking private universities tend to offer subjects linked to professions such as banking, law, finance and accountancy.

A recent BIS research paper: Privately Funded Providers of HE in the UK (06/13) identified 674 privately funded HE providers with an estimated 160,000 HE learners in 2011/12. Half of these providers are located in London and most are relatively small in scale: approximately a third had fewer than 100 students.

In spite of their emphasis on vocational courses and employability most privately funded providers included in this research were unable to provide an estimate of how many students progress on to graduate roles which is not helpful when making informed choices about where to study.

Furthermore the overwhelming majority of staff in privately funded providers are not research-active.

If greater competition between publicly funded and privately funded providers ensues in the future, having a strong research base may become an important differentiator for publicly funded HEIs. If the institution does not have its own degree awarding powers or does not have its courses

validated by a recognised university then further research is recommended. Student Finance England also lists, on its practitioner pages, details of courses at privately funded institutions that have been specifically designated for student support, i.e. students are eligible for a government loan for these courses.

The department of Business, Innovation and Skills publish an A-Z list of all those institutions or bodies which currently deliver courses that lead to degrees awarded by recognised bodies: www.gov.uk/recognised-uk-degrees-listed-bodies Further information is also available in this guide concerning how learners can avoid bogus degrees – see the useful websites section of this guide.

Studying at a private HE provider (assuming they are reputable) may appeal to some learners as fees are often, although not always, cheaper.

Many have excellent links with employers and a number offer a range of flexible study modes, including intensive (accelerated) degree programmes.

However, generally speaking, less bursaries and scholarships are offered and critics would argue that private training providers selection criteria in admissions policies will be dominated by the ability to pay. There is also a perception that students won’t get the whole student experience.

Studying is usually more about progressing on to a career than living the student life for three years.

This is not always the case however. It’s worth bearing in mind that just as there is no one typical publically funded HEI nor are all private HE providers the same. For example IFS has arranged a compromise that allows its student’s access to the University of London Union’s social and sports facilities, and the University of Buckingham has an active Student’s Union.

With regard to student loans access to a student loan to fund a private degree is currently capped at £6,000.

Regardless of the claims for and against private HE providers it looks highly likely that this market will continue to grow and increasing numbers of students will consider this as a potential route to a HE qualification. It is important therefore that advisers have an understanding of private HE providers (as well as bogus providers!) and their offer and mention this option to potential HE

15

applicants as one of a number of potential routes into HE. Examples of private HE providers and their offer are included in the further information section of this booklet.

Studying at an Overseas University With the increase in HE fees studying abroad is likely to become a less unusual path to a HE qualification. A number of European HEIs not only charge significantly less than £9,000 per year but also teach a number of their courses entirely in English.

As a EU citizen, a British student is entitled to study in any EU country under the same conditions as nationals. Students cannot be required to pay higher course fees than those charged for “home” students. For example, British students at the University of Maastricht will pay £1,500 a year and be eligible for grants from the Dutch government if they can demonstrate that they are “economically productive”.

In addition to the lower costs of study, in many European countries students can benefit from the opportunity to learn another language and culture and gain international experience which could be beneficial when seeking employment after graduation.

Students will need to research their options very carefully and it may be sensible to apply to HEIs in the UK to keep options open should the final decision to move abroad, away from friends and family to study, prove too daunting.

If a student is thinking about some form of study abroad, they have two main options: •

•

study or work in another country as part of a UK degree, as part of an exchange scheme e.g. ERASMUS , or as a sandwich year or work experience programme studying an entire degree abroad

Studying Abroad as part of a UK degree Many HEIs offer students (and not just language students) the chance to spend a semester or year studying or working abroad, either through an exchange agreement with a university overseas or through a dedicated scheme like the Erasmus scheme.

The Erasmus scheme Under the Erasmus scheme (part of the European Union’s Lifelong Learning Programme), learners can study for part of their degree in one of thirty countries across Europe. They will receive a grant from the EU and, if they stay for a year (at least 24 weeks excluding weekends and the usual holidays), they won’t have to pay UK tuition fees for that year. www.britishcouncil.org/erasmus.htm The IAESTE scheme Organised by the British Council, the IAESTE scheme helps give science, engineering and applied arts undergraduates training experience abroad relevant to their studies. Most placements are for 8 to 12 weeks, between June and September. www.iaeste.org.uk Studying a degree at an overseas HEI Learners considering studying at a university based overseas need to start planning well in advance.

Some of the key things they will need to research and find out: • research potential countries and courses in detail • check whether the institution is recognised in its own country • find out if the qualification they get is recognised and accredited back in the UK. This is especially important for careers where they will need it in order to practice – like law and medicine. Learners should check with the relevant professional body in the country where they intend to work • think about practical issues, such as visas and course entrance requirements (for example, some universities might ask applicants to take a language test) • consider how they will fund their studies Useful Sites The UK Council for International Student Affairs (UKCISA) website has links to information on higher education in individual countries – inside and outside the EU. www.ukcisa.org.uk The enic-naric.net website can be used to check whether a university is recognised in its home country. Run by the European Commission this site gives information on the education systems of over fifty countries. www.enic-naric.net For detailed information on studying in the USA: www.fulbright.co.uk Thestudentworld.com

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The website Student World provides a range of information about studying abroad. They also run a Student World Fair with over 50 universities from all over the world attending at an event in London, taking place this year on 13 October 2013.

6 - Supporting Learners in Making Informed Choices About HE Regardless of what level 3 course the learner is on or whether they are in full time employment and looking to study part time, they will need to spend a lot of time and effort in researching options effectively and in making a strong application.

Where non A-level learners will often need additional support, is in identifying suitable HE programmes to apply to. Entry information in general is not as clear and transparent as for Alevel applicants. When researching course entry information on the UCAS website information for non A-level learners is often of variable quality.

Information is often missing or in some cases out of date, e.g. referring to the old Access to HE Certificate rather than the Access to HE Diploma which has replaced it and not including the new grading criteria.

Entry criteria for Advanced Apprentices interested in progressing to HE is particularly scarce. When learners on non A-level programmes are unable to identify entry criteria for their qualification they will sometimes assume that the HEI is not interested in applicants studying their qualification.

Absence of information does not always mean that the HEI is not interested in an application from a student with a qualification not listed in the entry criteria. Some learners will feel confident in making contact with an HEI in this instance, while others will not and may value support from their tutor or careers adviser to do so.

Non A-level applicants will need to understand how entry requirements will be articulated for their particular qualification and where entry criteria is displayed in the form of A-level grades only, be conversant with the UCAS tariff and how to convert A-level grades into a tariff score. This is applicable for BTEC applicants but not all non Alevel level 3 qualifications are UCAS tariffed, e.g.

Access to HE Diplomas and Advanced Apprenticeships. In this case in the absence of specific entry criteria, an applicant or their tutor or adviser will need to contact the HEI for clarification.

Applicants to part time HE provision are not as well served as full time applicants who can research and apply through the UCAS system.

Information on part time provision is not centralised as with the UCAS full time model and applicants will need to either contact the HEI directly and/or use search engines like hot courses (www.hotcourses.co.uk) There is also no common admissions process; HEIs will have their own individual admissions processes and applications will have to be made individually to each HEI.

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UCAS Tariff tables This guide focuses on BTECs, Advanced Apprenticeships, A-levels and the Access to HE Diploma. Of these qualifications only A-levels and BTECs are included in the UCAS Tariff: Please note that under the current UCAS review of the tariff its future is unknown.

BTEC qualifications (QCF) (Suite of qualifications known as Nationals) Grade Extended Diploma

Diploma

Tariff points Subsidiary Diploma

Certificate

D*D*D*

420

D*D*D

400

D*DD

380

DDD

360

DDM

320

DMM

D*D*

280

D*D

260

MMM

DD

240

MMP

DM

200

MPP

MM

160

PPP

D*

140

MP

D

120

PP

M

80

P

D*

70

D

60

M

40

P

20

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A-levels and AS levels GCE A level

GCE AS level

Tariff Points

A*

140

A

120 110

B

100 90

C

80 70

D

E

A

60

B

50

C

40

D

30

E

20

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Making informed HE Choices: The Starting Point When it comes to choosing a higher education course prospective students are faced with a huge amount of courses and institutions to choose from. There are over 40,000 full time undergraduate course combinations offered at over 300 HE institutions. When it comes to part time and distance learning provision, while there are no official statistics, two of the largest providers of part time and distance learning courses are The Open University, who offer more than 600 HE level courses, and Birkbeck University of London who offer over 250 courses.

Choosing what to study and where, is an important (and often life changing) decision that learners need to devote plenty of time to. Learners on a two year level 3 programme should start their research early in year one. Those on one year level 3 programmes, for example Access to HE Diplomas, need to hit the ground running and be supported in their HE planning as soon as possible.

Some learners will have a very clear idea from the start what they want to study in HE and where they want to study it. However, for the majority of potential HE learners a great deal of time and effort needs to be put into making sure that they make informed choices that are best for them.

Before going straight onto what courses are on offer where, learners should take time to reflect and take stock of their current situation, where they are now if you like. Self-assessment is an essential first step in the decision making process.

find out if this forms a part of the course they are interested in. On the other hand if science or maths is a weak spot they need to think carefully before choosing a university course with a high science and maths content.

Learners also need to consider their preferred learning style. Some people learn by doing, others by observing, discussing and working it through before putting it into practice. Learners should consider how they learn best before choosing the right HE course for them. The Open University provides a learning styles survey www.open2.net/survey/learningstyles which will help learners find out how they learn most effectively.

Accreditation of Prior Study Adult learners should be encouraged to find out if previous qualifications or experience could count towards what they want to study now. They may have obtained certificates and completed assessments in the workplace which could be accredited (credit for prior study). This could count towards what is required for the course they want to apply for and could mean that the HE course could be completed in less time.

Credit can also be awarded for learning gained outside the classroom at home, work, or in a community setting. This could include managing a team, running a business or community group.

This is usually known as the accreditation of prior experiential learning (APEL). For more information go to www.linkinglondon.ac.uk

Personal circumstances Before exploring HE opportunities learners need to think carefully about their current circumstances and responsibilities. Adult learners in particular will need to think about the consequences on work, social life and home life and consider carefully how they plan their time effectively. If adult learners have not studied for some time they could try a taster or short course to gain confidence and brush up skills before committing to anything longer. Learners should check with their local college or university or contact The Open University who run a number of Openings courses: www.open.ac.uk

Transferable Skills It is important that prospective HE students review and reflect on their skills and abilities before choosing and applying for a course. Being aware of their own skills and indeed areas for improvement will help learners choose the course that is right for them and will assist them in making a strong application. Learners will need to identify what skills are required or preferred for the course they are applying for and provide evidence of these on their application, specifically in the personal or supporting statement. Being “self aware” is also key to a successful CV or job application.

Previous study Learners should reflect on current and previous learning when considering what to study in HE. What have they enjoyed studying and why? What did they find particularly comfortable studying and conversely what did they find challenging? For example if project work is a strength they should

While admissions staff will not necessarily expect applicants to have developed all the skills asked for to a “high” level they will expect to see evidence of how applicants are developing them. While some skills are subject specific, e.g. specific language skills for a language based course, there are a number of generic skills that all admissions staff

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(and employers) will be interested in seeing evidence of in the application.

These include: • Written and verbal communication • Numeracy skills • Team working • Planning and organising – time management • Problem solving • Computer literacy • Motivation, commitment, determination and enthusiasm for the subject Evidence Evidence of these skills can be gathered from previous experience of work, education, interests and life in general. For example a parent who has managed to juggle work and study effectively as well as raising children could use this to show evidence of effective time management skills. In fact time management is one of the most important skills needed in order to make a success of HE. Poor time management skills are one of the most common reasons for poor academic performance. In addition to these more “generic” skills, HE courses may require certain skills and relevant experience, especially vocational ones like Medicine or Law. Learners should look carefully at prospectuses and entry profiles on the (UCAS) website (www.ucas.ac.uk) to find out what they are looking for. If learners feel they need to develop these skills further they need to be proactive in organising, for example, work shadowing or work experience where possible.

Career plans Learners need to think carefully about their long term career plans. Do they have a career in mind?

If so they will need to find out whether they will have to study a particular subject or not (e.g.

Social Work, Nursing) or if studying a specific course will shorten their professional training (e.g.

Law).

Choosing a course based on a career can be fairly straightforward, for example if a learner is interested in a career in engineering then they are likely to choose an engineering degree, (although even then the choice of engineering degrees is vast and a specific engineering subject may be required). However, careful research is still needed even when a learner has a clear career plan. For example learners may be surprised to find out that the majority of undergraduate degrees entitled Education do not qualify students as a teacher.

To try to ensure that the career is right for them learners should read careers information, trade

magazines, and speak to people currently working in the job. For a list of websites providing careers information and links to further information including relevant professional bodies please go to the useful web links listed in this guide.

Creating a skills portfolio Learners need to know what they are good at and have the evidence to prove it. There a number of e-portfolios, sometimes called personal development portfolios (PDPs), which enable learners to record their activities, work and educational experience. Doing so will make completing applications for jobs and courses that much easier and more effective. For a list of eportfolios please see the useful web links in this guide.

Choosing what to study A wide range of academic and vocational courses can be studied in HE. Vocational courses can be divided into those which are broadly vocational (e.g. media, business, computing) and courses that lead to a professional qualification. Professional qualifications are the qualifications required to practice at a high level in certain jobs or professions, for example nursing and social work.

For certain subjects, such as acting or psychology, choosing a course that’s been accredited by a relevant body will help to ensure the graduate is ‘work-ready’ or able to progress straight into the appropriate postgraduate course – giving the learner a head-start when it comes to getting into a specific profession.

What’s it like to study……?

While course information on HE institutions websites are an excellent source of information, if a student initially wants a more general overview of what a subject might be like to study there are several websites that provide HE subject snapshots.

These can also be useful as a quick refresher for those advising students as well and include the Guardian, Independent and Telegraph newspapers along with useful information on the Prospects website on graduate destinations by subject. More information is available in the Further Information section of this guide.

Once learners have reflected on their personal circumstances, previous experience, skills, and career plans the following needs to be considered, where relevant:

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To consider: • Their expected grades - If they are currently studying a level 3 course • The type of qualification they want to study (e.g. Degree, Higher National Diploma, Foundation Degree. See HE Qualifications section of this guide) • Their preferred mode of study: e.g. full time or part time/distance learning • Whether they want to study one subject (single) or combined with another (e.g. joint/major/minor/ combined) or a modular degree • If they are interested in a work placement, sandwich degree, or study options abroad.

The first decision learners need to make is whether to stay at home and travel in each day or move away to study. For many learners, for example those with family commitments studying locally or by distance learning (where location does not matter) may be the only option. Learners planning to study locally need to pay particular attention to how long it will take to travel to the university/college each day, how much this will cost and where exactly their particular course is taught. Those planning to move away need to work out how far from home they want to be and will need to spend time researching what sort of accommodation is on offer and how much it will cost.

To find out: • How much the tuition fees are and what bursaries, scholarships, fee waivers etc may be offered • Course content – courses with the same name offered by different HE institutions can sometimes be very different!

• Which parts of the course or modules are mandatory and which are optional. Do these appeal?

• If the course will help them progress their career plans?

• Entry requirements -These may be more flexible for adults. For some part time and distance learning courses there may not be any formal entry requirement • If they are asking for any work related experience, IT skills, health check or for some courses a Criminal Records Bureau (CRB) check • How the course is taught (e.g. lectures, seminars, practical’s, through self study packs, online etc)?

• How the course is assessed (e.g. exams, continuous assessment)?

• Extra costs of the course e.g. registration fees, materials, examination fees?

• How long is the course and what are the hours of attendance? How much study time is expected in addition to contact time?

Once learners have decided either to stay at home or move away they will need to find out which HE institutions offer the course they want to study. If they are planning to study full time they can go on to the UCAS web site to identify the institutions that offer the course they have chosen in the part of the country they want to study in. If they are thinking of studying part time learndirect and hotcourses (see the useful web links section of this guide) provide information on part time and distance learning provision.

HE Partners in the Linking London Network The Linking London Network is a membership organisation of universities and colleges in Central, East and North London offering a wide range of HE courses and study modes. A number of our further education colleges offer HE courses, primarily foundation degrees and HNDs and HNCs. For more information visit www.linkinglondon.ac.uk Choosing the Right Higher Education Institution

Learners sometimes need basic help in identifying where HEIs are in relation to geography of the UK. UCAS produce a map of UK HEIs which can help learners interested in studying outside of London: http://www.ucas.com/sites/default/files/big-map2013-international.pdf Whether studying locally or moving away learners will want to find out some or all of the following: • • • • • •

• • •

How much the tuition/course fees are What bursaries/scholarships/fee waivers etc are on offer Academic facilities, e.g. library & IT services Social facilities: sports, clubs and societies etc Student support services – e.g. study skills support/financial advice/counselling When they can visit – universities have open days and most also organise regular smaller scale tours “Reputation” of institution with employers (see below) What links the institution has with employers The research interests and specialisms of members of staff

The Unistats website www.unistats.com publishes the results of the annual National Student Survey which is an excellent source of information on a

22

range of relevant areas. It includes information on student achievement, graduate employment, student population (including the number of mature, part time and overseas students) and what students who are at or have recently left the university have to say about their experiences.

7- Supporting learners on Access to HE Diplomas, Advanced Apprenticeships, Alevels and BTECs progress to HE

University League Tables While there are no official league tables produced for HEIs, the most popular unofficial league table guides are those produced by the Times and the Guardian newspapers (see “useful links”). The Complete University Guide website have also complied their own league tables based on publically available data.

Access to HE Diploma This qualification is clearly aimed at the adult returner without formal qualifications who wishes to progress to HE. It is, thus, essentially a ‘return to study’ programme, with a clear, stated aim and is generally offered in Further Education Colleges.

League tables need to be treated with caution as results often differ, as each league table is decided by weighting a range of different factors. What they do show is that all institutions, including those near the bottom of these tables, will offer subjects that rate highly in subject specific tables.

It’s important then that learners when using these tables refer both to institution based tables and subject based tables to get an overall perspective.

Examples of the way different criteria weightings lead to different league rankings are provided below: University of Sunderland - League Ranking: 89 The Complete University Guide 77 The Times newspaper 57 The Guardian newspaper Using the Guardian subject tables and institution tables as an example: Media Studies: Newcastle 3rd (listed 33 by institution ranking) Nursing: Staffordshire 3rd (listed 96 by institution ranking) It’s important then that learners when using these tables refer both to institution based tables and subject based tables to get an overall perspective and that they understand that a number of other factors need to be taken into account when choosing what’s best for them in terms of what to study and where.

What learners won’t find in any league tables is whether the atmosphere and environment is right for them, so they need to make sure they make the time to visit them.

It consists of a number of key components, with a clear subject strand and, additionally, students are required to fulfil mandatory core components to bring them up to GCSE equivalence in Maths and English. This includes a mandatory Study Skills component to ensure that students develop the skills needed for successful study at HE level, and most courses contain a small number of option units, which allow students to customise their pathway within certain broad parameters.

Most courses, also, require that, towards the latter part of their course, students undertake a research project which is, broadly similar to the Extended Project of the ill fated Advanced Diploma.

The qualification is credit-based and to be awarded the full Access to HE Diploma, students have to achieve 60 credits linked to their main subject pathway, with a minimum of 45 at Level 3.

Pathways are extremely varied and range from overtly vocational routes such as Nursing, Business Studies and Social Work to more ‘academic’ routes, such as Humanities and Social Science and there are, currently over 1,500 different courses on offer, nationally.

Progression Advice Access students do not have the luxury of time to think and reflect that students on a two year level 3 programme have when it comes to spending time researching and applying to HE. They may also be on a steep learning curve regarding the HE sector, if they have been out of education for some time.

Experience of the real world, for example work experience ,voluntary work, raising a family etc is valuable evidence for developing key skills that HEIs look for and should be evidenced in the personal or supporting statement.

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While many HEIs accept GCSE equivalent units/qualifications contained in the Access to HE Diplomas some may require GCSE Maths and/or English. This will need to be checked on an individual case by case basis.

Academic performance and potential Taken from the access to HE website owned by the Quality Assurance Agency for Higher Education (QAA): While tutor references have an important role to play, references given for applications which meet the 15 January UCAS deadline will be written at a very early stage of a one-year course: tutors may have limited knowledge about a student's performance to date, and it may be difficult for tutors to give a full, well-founded estimation of a student's capabilities and potential. If the institution requires further information, a second, follow-up reference may be requested.

Similarly, 'predicted grades' cannot be reliably provided (and, given the nature of the unit grading system, this would not be practicable).

Nonetheless, tutors should be able to report on whether students are achieving at level 3, and give a general indication of the standard of performance on completed units. Please note, however, that unit grades are not confirmed, and therefore have no formal status, until they have been moderated by the AVA (Access Validating Agency).

Other background information and more details about the Access to HE qualification and grading is available on the Access to HE website: www.accesstohe.ac.uk

A-levels The most common qualification route onto full time HE is via A-levels. For 2010 entry via UCAS 53.1% of all accepted applicants had studied Alevels. The vast majority of Russell Group students have previously studied A-levels and for some highly competitive courses this qualification, with very few exceptions, is the only route in.

A-levels are made up of the AS-level and the A2, each of which make up 50% of the overall grade.

In the first year of study (often referred to as Year 12) students usually study four AS-levels dropping down to three in the final year. There are usually two units in each A-level subject in year one and two more (usually more challenging) in year two.

The main exceptions to this are Sciences, Maths,

Music and applied A-levels, which each have 6 units in total.

Progression Advice While entry to some HEIs is possible with two Alevels for competitive courses, HEIs will expect applicants to apply while taking four AS-level subjects with three out of the four taken on to A2.

As with entry to HE with other level three qualifications, HEIs will also be interested in an applicant’s GCSE grades and the number obtained, particularly English, Maths and sometimes Science where relevant. For applications to competitive courses/HEIs B grades (or even higher in some cases e.g. for Medicine) in certain subjects may be required.

A number of subjects will not usually require specific A-levels to have been taken, e.g.

Accountancy, Business studies, Law, Management studies, Media studies and a number of Social Science subjects. However, generally speaking for more “traditional” subjects such as Biology, Chemistry, English, Geography, History, Maths, Physics etc an A-level in these subjects would normally be required. Most Art, Music and Language courses will also be included in this list.

There has been much debate recently about soft v hard A-level subjects, also referred to as preferred or facilitating subjects. This refers to the preference of some HEIs, particularly those that are competitive to get into, for more “traditional” subjects over “newer” subjects. An issue has been that some HEIs have not always been transparent over which subjects they view as acceptable for entry. The recently produced Making your choices post 16 written by representatives from the Russell Group and the Institute of Careers Guidance provides a detailed summary of the entry requirements of Russell Group HEIs. Advanced Apprenticeships The lack of progression from Level 3 Advanced Apprenticeships to a Level 4 qualification or training is, by now, a well known issue. Research from Mark Gittoes (HEFCE) identifies the progression rate at between 4- 6%. However, research conducted by the University of Greenwich shows (www.gre.ac.uk/offices/pd/apprenticeships) that when advanced apprentice completers are tracked over a longer time frame this figure rises to approximately 13% - depending on geographical location. This remains a significant issue for the

24

apprenticeship scheme, because if it is to be seen as a viable alternative to A Levels, BTEC Nationals, Access and other vocational qualifications, it will need to demonstrate a clear pathway to higher level learning of some kind or another.

There are a number of reasons why this remains an issue for apprentices which have been identified in several Linking London publications. In brief most HEIs provide little or no information on entry criteria for apprentices and work based and distance learning provision is still not the core activity for most HEIs. As a result the more traditional delivery model of attendance and large qualifications might be off‐putting to potential students who have, up till now, learnt primarily in the work place. It’s not surprising then that detailed IAG that informs Advanced Apprentices of actual progression opportunities to specific HEI programmes, rather than just generic information about the HE sector as a whole, is very difficult to obtain. For more information including a Linking London Guide for Apprentices on HE progression: www.linkinglondon.ac.uk Progression Advice For the majority of Advanced Apprentices part time and distance learning provision will be of most interest, particularly if they are employed on a full time basis. (see section on Part Time and Distance Learning).

In general Advanced Apprentices are more likely to pursue a vocational course and courses leading to professional accreditation may be of particular interest. Foundation degrees may be of interest, although for some a more “gentle” introduction to HE may be preferred, e.g. introductory bite sized modules or a certificate in HE. Some Advanced Apprenticeships include a BTEC qualification. This will attract UCAS tariff points which will be of interest to HEIs. As previously mentioned finding any reference to advanced apprenticeships on HEI websites is a challenge. In addition information on part time/distance learning/work based learning offered by HEIs who offer full time provision is often hard to track down making this doubly difficult. In this situation making contact directly with HEIs is the best option.

Due to the lack of awareness generally amongst admissions and academic staff supporting references should clearly outline the content of an

advanced apprenticeship, ideally highlighting its relevance to HE study where possible.

In most cases advanced apprentices will be applying to vocationally related HE programmes.

Apprentices need to emphasise relevant work experience gained and the generic skills developed, e.g. team work, problem solving, communication, time management etc as well as skills directly relevant to the HE course.

BTEC Nationals BTEC qualifications have been running for twenty five years and are offered by the Edexcel awarding body. BTEC remains a brand and is offered only by Edexcel. In 2007, more than one million students enrolled on a BTEC course. The level 3 BTEC qualifications are work related qualifications which aim both to accommodate the needs of employers and to allow progression to HE. They provide work related learning with key theoretical background, and are based on relevant National Occupational Standards (NOS) as determined by Sector Skills Councils.

Compared to apprenticeships and the 14-19 Diplomas BTEC Nationals are a relatively well understood qualification, with clear progression opportunities. According to Edexcel research nearly two thirds of Level 3 BTEC National learners progress to HE, including onto HE in FE. It is perhaps less well known that in the 2012 entry student number controls imposed by the English government, BTEC Extended Diploma students who achieve DDD (Triple Distinction) or better also qualify to be outside the 'cap' on the number of students universities are able to recruit – it is not just AAB+ A level students who are in this position.

Progression Advice BTEC students progress onto a very wide range of courses and institutions. It is important to make learners aware of the wide progression opportunities available – not just those that directly relate to their current BTEC. Using progression data of BTEC students in previous years can be powerful tool in raising awareness and aspirations. Students with DDD or higher grades will fall outside the recruitment cap which should result in more places and therefore opportunities for these students at selecting institutions.

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BTEC qualifications are made up of core and optional units. All units need to be included when making an HE application and some selecting HEIs and courses may require specific units to have been taken. Applicants need to check entry requirements very carefully. If applicants have a clear idea of where they want to study at the beginning of their BTEC course this could influence later optional unit selection.

Some selecting HEIs and courses may also require a specific GCSE (usually English, Maths or Science) at a specific grade or an additional A-level (usually Maths or a Science subject), particularly for courses with a high maths or science content. If as is likely the learner does not have the required Alevel they will need to consider whether it is worth taking an additional year (or 2) to complete or whether they would be better off looking at alternative options.

Successful BTEC students develop important skills relevant to HE study, e.g.: •

• • • • • •

good time management skills (regular deadlines means performing under pressure throughout the year) organisational skills problem solving skills presentation skills team working the ability to apply learning to real life problems independent research skills : which all admissions tutors will look for

These need to be highlighted and evidenced in the personal statement, along with examples of the academic content, e.g. theories learned etc especially if applying to HE courses with a strong academic content.

A number of BTEC students may not have Maths and / or English at grade A*-C or 5 GCSEs in total.

This can be a major obstacle to HE progression.

Learners may need to be made aware of this if considering progression to HE (also many employers state specific GCSE requirements). Not having Maths and particularly English at GCSE grades A*-C can often prove a stumbling block in later life – e.g. if wanting to qualify as a teacher.

If the HEI(s) a learner is interested in applying to does not include BTEC entry criteria do not automatically assume that the HEI will not consider BTEC applicants. It may just be that they haven’t got round to including the information as yet! Contact their admissions department to find out if they would.

For some more traditionally academic subjects, like Maths, History, Language courses and English, BTEC applicants are unlikely to be made offers (unless they also have a relevant A-level).

A strong reference is arguably even more important for non A-level applicants due to the unfamiliarity of some admissions staff with the BTEC qualification. A clear statement of how the qualification prepares learners for HE study along with an emphasis of the academic content and nature of the course is important.

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Student Number Controls

For 2012 entry, the Government changed the way student number controls operate in England for full-time students. Previously there was a set number of funded places available for learners and this would be split between universities and colleges in England. The Government allowed for the open recruitment of learners with AAB+ or equivalent.

Changes for 2013 entry mean that universities and colleges can openly recruit learners with ABB+ or equivalent as these learners do not count towards the total number places given to them by the Government.

The qualifications included within the ABB+ or equivalent list has also increased to include the Cambridge Pre-U, Access to HE Diploma, Advanced Diploma, Edexcel BTEC National Diploma in Early Years Education (NQF and QCF) and CACHE Level 3 Extended Diploma for the Children and Young People's Workforce (QCF).

Universities and colleges will also be given a set number of places for students who are not ABB+ or equivalent, which reflects the number of students they have recruited in the past. It is down to the individual university or college to decide how these are distributed across their courses.

Students outside the student number control allocation in 2013-14: Exemptions list (updated August 2013) Access to HE Diploma

Overall Pass — must include 45 credits at Level 3, of which 30 credits must be at Distinction and 15 credits at Merit or higher

BTEC National qualification

Best three grades, either: Distinction* Distinction* Distinction* Distinction* Distinction* Distinction Distinction* Distinction* Merit Distinction* Distinction* Pass Distinction* Distinction Distinction Distinction* Distinction Merit Distinction Distinction Distinction Distinction Distinction Merit OR Best four grades from two BTEC (QCF) 90 Credit Diplomas, or two BTEC (NQF) Subsidiary Certificates, or one 90 credit diploma and one subsidiary certificate

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Advanced Level (A-level) and AS-level

Best three grades, either: A* A* A* A* A* A A* A* B A* A* C A* A* D A* A* E A* A A A* A B A* A C A* A D A* B B A* B C AAA AAB AAC ABB A* A* + A at AS-level A* A* + B at AS-level A* A* + C at AS-level A* A + A at AS-level

Further details on student number controls for 2013-14 can be found on the HEFCE website: www.hefce.ac.uk/media/hefce/content/whatwedo/learningandteaching/howwefundlt/newarrangementsfort eachingfunding/exemptions_list_201314_august.pdf

A good overview is also provided by UCAS: www.ucas.com/how-it-all-works/undergraduate/understandingstudent-number-controls

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8 - Applying for a HE Course Applying for Part time Undergraduate HE courses For the vast majority of part time courses, learners will need to apply directly to the university itself this includes all part time courses with Birkbeck, University of London and The Open University.

Learners can search for part time courses online through the Directgov or hotcourses websites as well as contacting the institution they are interested in directly. Please see the useful web links section of this guide for more information.

Deadline dates for applications will vary as will the application form and process itself. Learners will need to contact individual institutions to find out more.

Applying for Full time undergraduate HE courses The majority of applications to Higher Education for full time undergraduate courses are made through UCAS although there are some courses and some providers that may require direct application. These include many private HE providers, (although some private providers are now included on the UCAS site and therefore application is made via UCAS) and a small number of 1-3 year full time diploma courses offered by private drama schools. Further information regarding application procedures for drama schools can be found on the Conference of Drama Schools website: www.drama.ac.uk. The other main exception is practical undergraduate full time music courses offered by music conservatoires. For most of these courses application is via the Conservatoires Admissions Service (CUKAS). www.cukas.ac.uk

alphabetical order. Each university and college will only see details of their course or courses for which they have applied. They will not see their other choices until they have received their final decision.

The combination of choices allowed depends upon their chosen course(s): • For Medicine, Dentistry, Veterinary Medicine and Veterinary Science, learners can apply to a maximum of 4 courses. (The remaining 1 choice can be used for alternative subjects).

• If applying to Oxbridge, learners must choose either Oxford or Cambridge, they cannot apply to both.

• In previous years, there were two routes into art and design (Route A and Route B). For courses starting in 2010 onwards, applicants apply through the normal UCAS route. However, there are two application deadlines for art and design courses.

Universities and colleges decide which deadline to use: 15 January or 24 March.

For more information: www.ucas.ac.uk/students/choosingcourses/specifi csubjects/artanddesign Key Application Dates Below is a short summary of UCAS application dates. There are different dates to be aware of when making an application and waiting for decisions from their chosen universities and colleges. See www.ucas.com/students/importantdates for a complete list of dates.

1 September 2013

Application processing begins.

15 October 2013

Last date for receipt of on-time applications to Oxford University, University of Cambridge and courses in medicine, dentistry and veterinary science or veterinary medicine.

Deadline for on-time applications from UK and EU students to be guaranteed equal academic consideration.

Applicants can refer themselves through

Most full time higher education courses offered by further education (FE) colleges are now included in the UCAS system. However, learners should check prospectuses or contact the FE college directly just to make sure.

All applications through UCAS are completed online using UCAS Apply. Applicants can make a maximum of 5 choices on the UCAS Apply form.

Additional choices can be added at a later date if an applicant uses less than 5 on the original application. Apply will arrange these into

15 January 2014

25 February 2014

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24 March 2014

31 March 2014

7 May 2014

30 June 2014

2 July 2014

14 August 2014

Extra for the first time.

Applications for some art and design courses should arrive at UCAS by this deadline (others have a 15 January deadline – check course details to confirm the correct deadline).

Universities and colleges should aim to have sent decisions on all applications received by 15 January.

If you receive all your uni/college decisions by 31 March you must reply to any offers by this date (except for Extra) or they'll be declined Final deadline for receipt of applications for immediate consideration. Those received after this date held for Clearing.

Last date to apply through Extra GCE and Advanced Diploma results day – and the start of the full Clearing vacancy search.

Adjustment opens for registration

Some universities and colleges require learners to also pass an admissions test for courses for certain subjects. Further information is available on the UCAS website: www.ucas.com/how-it-allworks/explore-your-options/entry-requirements and via SPAs (Supporting Professionalism in Admissions) website: www.spa.ac.uk/admission-tests/index.html Completing the Application for full time undergraduate courses Applications to UCAS can only be made online. To register an application through a school or college learners will need the organisations “buzzword”.

Individuals who are not currently studying at school or college do not need one.

UCAS provides detailed information aimed at both applicants, teachers and advisers. If learners do not have access to a personal computer with an internet connection, they can apply at their nearest online centre: www.ukonlinecentres.com.

Alternatively, learners can contact their local library or careers centre to see if they can offer computer access.

When using UCAS Apply, text is available on screen for each section of the form to help learners complete it correctly. They can also save their form and complete it in their own time on any computer with internet access.

There are seven sections on the UCAS application: personal details; additional information (for UK applicants only); choices; education; employment; personal statement and reference. Once learners have completed the first 6 sections the referee will then add the reference and forward it to UCAS. Common mistakes when completing the UCAS form The mistakes cited below are common mistakes applicants make that should be avoided.

Registering to the UCAS website • Trying to enter a username password before registering. Learners need to register before obtaining these.

• Registering as an individual when the learner is currently studying at a school or college. If this happens staff and advisers at the college will not be able to access the form to check, add a reference etc. This can be changed by contacting UCAS directly.

Personal Details section • Previous surname at 16th birthday: leave blank if it’s the same as now • Home address: don’t fill in if it’s the same as their postal address • Using an inappropriate email address: university admissions staff will see this, so learners need to avoid anything in poor taste • Dual nationality: only fill in if the learner has a passport of a second country • Permanent residence/student support: the name of the learners local authority • Fee code: usually 02 (Local Authority).

Common mistakes are learners selecting 01 (private finance) and 99 (other) • Occupational background: for younger learners this is their parents’ or carers’ occupational background. If they are not working, the job they used to do will suffice.

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For mature students it is their own occupation.

Education • Not including all qualifications and results, even failed ones.

• Not including course currently being studied.

These are highlighted as “pending”.

• Dates for completed qualifications should be August of that year, the date of certification not the date any exams were taken or when the course finished.

• If applicants are taking the examinations of another country they should not try to give a UK equivalent. They should state exactly what they are doing and let the university decide the equivalence so as to avoid any confusion.

If the column headings on the form are inappropriate, then applicants should ignore them.

Employment • Only paid work is supposed to be included.

This can include full time and part time and holiday work.

• Unpaid work experience and voluntary work should instead be included in the personal statement • It doesn’t matter if the full address of previous employers cannot be remembered.

Personal Statement: • Applicants should type their personal statement in a separate word document first.

Once they are happy with it they can then copy and paste it into this section. There is no spell check facility in UCAS Apply.

• Times New Roman or Arial should be used with font size 12.

• There are 47 lines available although feedback from HEIs and UCAS suggest leaving the last line blank as copies sent to HEIs by UCAS sometimes “lose” the last line.

Final points Learners should print off and keep a copy of their UCAS form once complete. If invited to interview they will need to refer back to their form and having a copy will prove invaluable in the unlikely event the online form goes “missing”.

Learners losing their user name and/or password is a common and time consuming problem for schools and colleges. Learners need to be made aware that they must record their log in details carefully as soon as they have registered. Some staff when helping learners register on UCAS Apply

make applicants record their user name and password on a form for future reference.

Admissions staff often start going through applications and making offers prior to the official deadlines. It is advisable whenever possible for applications to be submitted in advance of these deadlines when places, particularly on popular courses, are starting to fill up. Any early application also has the potential advantage of being more carefully looked at and suggests to those reading it that the applicant is well organised and enthusiastic.

Personal Statements Personal (or supporting) statements are a standard component of applications not only for full and part time HE study but also for job applications.

Adult vocational learners are in a particularly strong position when making applications, because of maturity, life and work experience and focus and commitment to their career. Younger vocational learners also have an advantage over those A-level students with little or no work experience. Vocational learners need to make the most of their work experience, particularly when relevant to the course being applied for. They need to make sure they avoid just describing the experience, but actually reflect on what they have learnt and how this relates to the course they are applying for.

Vocational learners often have more experience of researching and completing projects and giving presentations. Providing evidence of where and how they are developing independent research skills will be of great interest to admissions tutors.

A common feature of many vocational courses is continuous assessment. Meeting a number of course work deadlines throughout the year can be used as evidence that these learners are developing effective time management skills.

Adult learners often have several years (or more) of employment to draw on when writing a personal statement. A number of highly relevant skills needed in HE are likely to have been developed in the workplace. These could include team work and leadership skills, producing reports and papers, working flexibly and working under pressure effectively, ICT skills, problem solving skills and so on. Combining work and study with family commitments can also be mentioned to highlight good organisational skills and motivation.

If adults have had a break from work or study they need to show that they are ready for the

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challenges of HE. They could mention relevant reading they have done, skills developed, if relevant, in raising a family and provide examples of skills developed from interests outside of work and study.

What Admissions Staff are looking for?

All admissions tutors will be looking for evidence that applicants: 1. Are enthusiastic about the subject.

2. Are motivated. Have they thought of why they want to go on to HE? Do they understand what is involved?

1. How committed are they?

2. Are they an interesting person? They don’t want people that won’t contribute to class discussions or who won’t get involved in university life. These are the students that are often more likely to drop out early.

3. Have the capability to succeed on their course.

They want reassurance that they will be able to obtain the grades required and cope once they are on their course.

4. Are able to write clearly and concisely. They will also be looking for any spelling, punctuation or grammatical mistakes.

5. Can provide evidence that they are developing effective study skills.

6. Have some experience of the world of work (particularly for vocational courses).

7. Broad key skills (teamwork, communication, able to work under pressure and meet deadlines etc.).

for Nursing courses, showing that they know how scientific the subject is •

•

where applicable, demonstrating an understanding of the profession they are applying to train towards (e.g. Nursing, Physiotherapy, Social Work, Law, Architecture) how their current or previous studies relate to the course(s) that they have chosen

•

how they are developing effective study skills

•

why they want to go to higher education, e.g. how completing this course will help them achieve their long term career plans

•

details of jobs, placements, work experience or voluntary work, particularly if relevant to the chosen course(s) and what they have gained from these experiences that are relevant to their application

•

hobbies, interests and social activities that demonstrate relevant skills and abilities.

Common Mistakes made when completing a Personal Statement • Beginning with “I have always wanted to study/to be a…” or “Ever since I was young I wanted to...” Learners need to think of an interesting beginning.

•

Admissions staff will use personal statements to: 1. Help them decide who to make offers to and who to reject.

2. Decide which applicants to interview.

3. Develop lines of questioning during an interview.

Describing activities/responsibilities/interests without stating what experiences and skills have been gained and why this is relevant to the course they want to study: don’t tell, show.

•

What to include in a personal statement Below are some suggestions of what applicants should include in a personal statement:

•

Getting tied up using complicated words. If they are enthusiastic about their subject it should come through without confusing the tutor with long rambling sentences.

Apply for lots of different subjects – it makes writing an effective personal statement impossible.

•

why they have chosen the course(s): need to show enthusiasm for the subject

•

the reasons why that subject area interests them: e.g. relevant books, articles, journals read, conferences, workshops attended, relevant people spoken to, relevant work experience gained etc.

•

evidence that they understand what is required to study the course, e.g. if applying

•

Making a statement specific to one institution – it will not please the other 4!

•

Repeating information that admissions staff can find on the rest of the form.

•

Only using a small amount of the space available.

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•

Copying other personal statements available on the web. UCAS use Copycatcher software on all applications.

•

Poor spelling, punctuation etc. If the applicant can’t write 1 side of A4 without making mistakes how will they cope with an extended essay or dissertation!

HE Interviews HEIs differ in their approach to interviewing applicants. Increasingly, the majority of applicants for HE courses do not get invited to an interview.

This is primarily due to the increasing number of applications to HE and the staffing costs and logistics in interviewing all applicants. However, for some subjects, particularly vocational and particularly those such as Medicine, Nursing, Social Work and Teaching, where direct contact with the public is involved, the interview process is a major component.

5.

Keep up to date with current affairs relating to the subject, e.g. by reading a quality daily paper in the weeks leading to the interview.

6. Find out more about the institution, their facilities, subject specialisms etc.

7. Check what they have been asked to take with them, e.g. portfolio.

8. Think about what questions they may ask and how they would answer them.

9. Plan what they want to ask them.

10. Be aware of their body language, particularly when they first meet the interviewer(s).

Common Interview Questions When preparing for an interview it is a good idea for learners to go through possible questions and make brief notes, e.g. a maximum of 3 bullet points for each answer which will help make their answers to the point and avoid waffle.

Here are some questions they may be asked:

It is important that learners realise that the interview is a two way process. While the HEI is assessing their suitability for the course, the learner has an opportunity to gauge whether this is where they want to study for the next three or so years.

• • • •

What Learners can expect An interview can last between ten minutes and an hour. Interviews are usually conducted by one interviewer, but there could be two or more present. In many cases one person from the department they have applied to will interview them. For some courses, such as Teaching, Physiotherapy or Architecture there may be someone to represent the profession in addition to someone from the department.

• •

•

• • •

• The majority of the interview will be devoted to questions about the chosen course.

Interviewers will be trying to discover why students have applied for a particular course, how much they already know about the chosen subject, if they have the aptitude and thinking skills to learn more, and whether they have thought about what the degree course will involve.

Before the interview applicants should: 1. Find out exactly where the interview is taking place and when.

2. Sort out their transport arrangements.

3. Decide on what to wear: ideally smart or smart/casual.

4. Re-read all paperwork about the course and go through their personal statement.

•

•

What interests them about this course?

Why do they want to study at this institution?

Why do they want to study (X) course?

What have they found out about (X)? (especially if this is a new subject for them) What have they enjoyed about their current course and why?

What are their career plans?

How do they think their degree will help them in their career plans?

How did they become interested in their chosen course?

What are their main interests outside their studies?

Other than their academic work, what are they most looking forward to about university life?

Why should they offer the applicant a place on this course?

What films or television programmes have they enjoyed recently? What books have they read?

Are there any questions the applicant would like to ask? (e.g. options on the course, student support during the course, library or learning facilities)

What Interviewers expect Interviewers expect applicants to: • Have thought carefully about their application • Have a general understanding of what they will cover in the course • Show genuine interest and enthusiasm • Be able to listen carefully to their questions and to express their views, ideas and opinions

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• •

Be able to take part in a discussion with them BE NERVOUS!

•

References should not give information about a student’s health or disability without their agreement.

•

Under the Data Protection Act any student can ask for a copy of the reference and any other personal information that they have about them.

Finally, learners should not forget that any interview is a two way process – do they want the learner on their course AND does the learner want to be on it!

•

All comments should be positive. If in doubt referees should omit any aspects that cannot be commented on positively. Omission can be equally as telling.

References While in most cases advisers will not be expected to write a reference for an applicant, IAG staff have a role to play in schools and colleges in ensuring tutors understand what constitutes an effective reference.

•

If the student is on an Access or Foundation course or other one-year course, the referee may not have known them long enough to write a full reference. In this case, they should say so and explain that they are providing a temporary reference with details of how the course is assessed and the number of credits that are awarded. They should include confirmation that they will send a more detailed reference directly to all chosen universities and colleges next spring. False or misleading information may result in the application being cancelled.

•

Information from the UCAS application, including the reference, will go on the student’s university file and will be used to help make initial decisions about things such as which personal tutor to allocate to a student.

What Interviewers don’t expect: They will not expect prospective learners to know everything about the subject they have applied for. If they did there would be no point in studying it.

Most admissions tutors pay particular attention to the reference section of the application form and a well written, informative reference will do much to ensure the success of the application.

If an applicant is not currently studying they could ask a tutor who has recently taught them, if relevant.

If they have been out of education for several years, their employer or somebody who knows them, (e.g. a senior teacher at their child’s school, GP etc.) but not a relative, can give them a reference.

Writing References: Key Points • When writing the reference, referees do not need to repeat any of the information that the student has given unless they want to comment on it.

Other Useful Information to provide on References Admission tutors find it helpful if the following information about the applicant is included: •

• •

•

Each university and college chosen by the student will see the reference.

Those universities and colleges, however, will not know to which other universities and colleges the student has applied. If an institution is mentioned in the reference, this could compromise the application.

Referees should provide a brief statement about the course curriculum. Don’t assume that all admissions staff are familiar with vocational qualifications, especially new or revised vocational qualifications, or revised Access to HE Diploma courses.

• • • • • • • •

existing achievement, with particular reference to subjects relating to the courses for which they are applying. motivation and commitment towards the chosen course(s). any relevant skills achievement, whether certificated or not. potential (other than predicted grades). powers of analysis and independent thought. relevant curriculum enrichment and other activities. relevant work experience, such as work placements, voluntary & community work. proposed career plan. where relevant, their suitability for training for a particular profession.

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•

•

•

any factors, such as personal circumstances, that may have affected, or might affect their performance. information about any special needs and other requirements, provided the student is happy to share this information. any information they want to add about performance in individual units of qualifications, that the student has not already given in the personal statement e.g. project work, portfolio etc.

Final points 55% of references are written within 5 weeks of the deadline (Aimhigher 2008) Admissions tutors spend approximately 3 minutes per application (Aimhigher 2008) All admissions tutors would make the same plea to referees that they keep it clear, simple and concise – and use a reasonable font size, ideally font size 12, remembering that UCAS will reduce the finished article to half size. Further Information is available at: www.ucas.com/advisers/online/references

After Applying: What Next?

For applications via UCAS the following steps occur: 1. UCAS process the application 2. UCAS send a welcome letter confirming personal details and choices 3. The HEIs applied to receive a copy of the application 4. The HEIs decide whether to make an offer and/or invite to interview or not. Detailed information on the UCAS applications process is available on the www.ucas.com site.

Key Points The welcome letter - a welcome email from 2014 includes a personal ID to access UCAS Track which enables learners to follow the progress of their application. The only “official” offers are those sent by UCAS on the “Statement of Decisions” letter.

Learners often receive verbal or written/e-mail offers from individual HEIs but these should not be considered as confirmed until this letter arrives.

Learners who have not been invited to an interview should attend an open day before deciding whether to accept an offer.

Any questions a learner has about any offers should be directed to the relevant HEI. Interview decisions are sent directly to the learner rather than via UCAS. If the learner cannot make a particular interview date they need to contact the HEI as soon as possible. HEIs must make a decision about an application by the end of March, for all applications received by the 15th of January. The statement of decisions letter from UCAS includes a date by which the learner has to respond. This date will vary from individual to individual but is usually in April or May. Learners who have not used up their 5 choices can add a further choice(s) at a later date.

Your college or school may have a progression agreement(s) with an HEI(s). If a learner is applying as part of a progression agreement then this will usually be flagged up in section 3F, (the further information section which is included next to each of the maximum of 5 choices) with, for example, the initials “PA” next to the course and HEI which is part of the agreement.

Learners can change their choices of HEI(s) up to 14 days after the application form has been received by UCAS. After this date applicants will need to contact the HEI directly to discuss further.

Learners can defer entry to HE for a year by indicating this on their UCAS form. In the personal statement they should explain their reasons for wanting to take a year out, as admissions tutors look for positive plans. They should check with their chosen institutions that they accept deferred entry. Most admissions tutors view a year out, if used constructively, as a beneficial experience.

UCAS Extra UCAS Extra is available from late February to the end of June. If learners are without an offer, for whatever reason, and they have used all 5 choices already, Extra enables applicants to have an additional choice through UCAS. This means they do not have to wait until Clearing to continue to find a place. Those eligible for UCAS Extra will automatically be able to refer themselves by using the online applicant enquiry service on the UCAS website. For more information: www.ucas.com/students/offers/extra Clearing Clearing operates from July to September and gives applicants the chance to apply to institutions that still have places on their courses. This is available to those students not holding any offers, didn’t get the grades needed, or who applied after

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the 30th of June. Spare places are advertised on the www.ucas.com site and in the Independent newspaper.

•

• UCAS produce a Confirmation and Clearing Toolkit Guide for Advisers each year: www.ucas.com/howit-all-works/advisers-and-referees/guides-andresources

9- Preparing for Student Life Many learners, while looking forward to studying in HE, will be nervous about the transition into HE. Some mature learners in particular may be nervous about the challenges and pressures of HE study. Mature students may experience different pressures to other students. Family commitments are usually greater, particularly if they have children. A higher education course will have a big impact on their daily routine, so they need to prepare themselves and those around them. They need to try to ensure that they have sufficient time for quiet, uninterrupted study.

Universities and colleges are aware of these pressures and do what they can to help. Many have special mature student advisers or welfare officers, as well as counsellors and summer programmes to prepare learners for the transition into HE, and there is usually a mature student’s society to provide help, support, and a forum for sharing experiences.

It might be a good idea for learners to draw up a schedule of how they will manage their time in a typical week as a student. To do this, they will need to find out the likely timetable for the course they are interested in and work out roughly how much time they will want to spend on campus, if relevant, taking into account, for example, time to be spent in the library and at social events.

Getting ready to go There are a number of things that students need to think about and plan for before starting HE. These can include: • confirming accommodation arrangements if moving away to study • ensuring finances are planned: e.g. setting up a bank account, when any loans, awards, bursaries will be paid, devising a budget etc.

• transport & travel arrangements • accessing childcare services

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what to take on the first day: e.g. copies of exam certificates and other paperwork, passport sized photos etc. what course materials, books etc that may be needed before starting special requirements: for example if a learner has a disability devising a timetable to help manage time effectively.

Study Skills Learners will need to develop a range of new skills when they are studying on a higher education course.

These will include note-taking, referencing, managing their time effectively, working to deadlines, research skills and writing essays. Study skills support will vary although most HEIs run study skills workshops and some will provide ongoing study skills support through a drop in or booked 1-2-1 service. BBC Skillwise provide online activities such as games, quizzes and tests to help learners brush up on their study and reading and writing skills: www.bbc.co.uk/skillswise The Open University offers a range of free information on how to study effectively, from reading and taking notes, to essay writing and getting the most out of lectures and seminars.

If learners do experience academic problems, whether with the material itself or due to a heavy workload, they should first of all talk to their tutor.

They are there to help and can give good advice and suggestions. The HEI may also have a mentoring scheme, whereby newer students gain academic guidance from a more experienced student.

ICT Skills There are a range of introductory courses for adults who may want to brush up their IT skills before starting in HE. Courses vary from those aimed at the complete beginner to refresher courses. Local adult education centres, libraries and FECs are a good starting point. The BBC also offers a free online courses for beginners www.bbc.co.uk/webwise. Refresher courses aimed at learners with some prior experience of using computers include CLAIT (Computer Literacy and Information Technology) and ECDL (European Computer Driving Licence). THE ECDL is usually available through Adult Education centres and can also be taken as a distance learning course. The Open University offers a certificate in information

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technology and computing that can be studied by distance learning: www.open.ac.uk/courses.

Numeracy Skills Again local Adult Education centres and FECs often provide face to face courses to help learners brush up their numeracy skills. Online support includes the BBC Skillswise website (www.bbc.co.uk/skillswise ) and Open University courses (www.open.ac.uk/study ) including their Opening Course “Starting with Maths” http://openlearn.open.ac.uk Student support services Student support services will vary from institution to institution and learners should research what is available when making choices about where to apply to. These services can include: • housing • finance • childcare facilities • counselling services • study and IT support • mentoring schemes • support for students with additional needs • job hunting support etc.

Student Unions Every university will also have a Student Union, which is run by students for students. They usually offer discounts for travel, entrance fees to events, museums and galleries. The Student Union looks after the rights and interests of students and runs a wide variety of clubs and societies.

Most student unions also have a welfare officer who will give confidential advice to students on virtually any welfare or course-related problem.

Some also have a mentoring scheme, where more experienced students give academic guidance to newer students. Alongside sporting and entertainment based societies a range of societies aimed at women, mature students, and lesbian, gay and bisexual students are also run by most HEIs Student Unions.

Personal problems The NUS The NUS (National Union of Students) www.nus.org.uk website has advice on dealing with homesickness and other problems commonly faced by new students. Most will have a counselling service available – or students can call or email organisations such as the Samaritans, www.samaritans.org who offer emotional support 24 hours a day.

Student Accommodation Services Most universities have student accommodation services that are run on campus to help students with accommodation problems. These services are especially useful to new students and international students. The university’s accommodation services may also give details of local letting and estate agents with whom they enjoy good relationships, as well as details of local newspapers which have property supplements. Students may also get help with accommodation from their local councils.

The NUS also has a Housing advice service www.nus.org.uk/en/Student-Life/Housing-Advice that offers advice and guidance on the different types of accommodation available to students, deposits, staying safe and, among other things, the TV licence.

Improving job prospects Most HEIs have active career and job shops which can provide advice and support on finding part time employment. There are a range of job opportunities at HEIs including working in cafes, bars and halls of residences. A number of HEIs also employ students in widening participation activities, as mentors and ambassadors, promoting the benefits of HE and acting as role models in local schools and colleges. Working while studying full time, as long as it does not negatively impact on student’s academic work, will strengthen a CV as well as help pay the bills.

Student health services Larger HEIs usually provide their own student health centres on campus. This may include access to GPs, dentists and counselling services. A list of local GP surgeries is usually included in welcome packs and students are strongly advised if living away from home to sign up with a doctor in the first term. Healthcare for students is often provided at a reduced rate or even free. Students need to familiarise themselves with what they are entitled to and make use of it.

There are also lots of sources of useful online health advice (though they should always seek professional advice for ongoing concerns). The BBC’s Surgery website (www.bbc.co.uk/switch/surgery/advice) contains information on things like stress, drugs and sexual health for young people. NHS Direct (www.nhsdirect.nhs.uk ) contains a comprehensive self-help guide, while the www.gov.uk website contains general information on health and wellbeing.

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Student with disabilities HEIs have become increasingly aware of the needs of students with disabilities. The majority now employ a specialist disabilities adviser to ensure students have full access to all services.

Provision varies according to the institution so if a learner has a disability or specific learning difficulty, they are strongly encouraged to make early direct contact with individual institutions.

Disabled Students’ Allowances (DSAs) may be available to cover extra costs involved in attending a higher education course because of a disability or medical condition.

In addition, all higher education institutions should now have a Disability Equality Scheme, setting out how they intend to improve disability equality across their institution. Skill: the National Bureau for Students with Disabilities, offers information and advice on all aspects of higher education and student’s life. They publish Into Higher Education a guide for people with disabilities considering applying for higher education courses at university or college. Skill also provides contact details of disabilities advisers and operates a free telephone helpline for other queries. For more information: www.skill.org.uk Care Leavers

The charity Buttle UK have developed a Quality Mark for Care Leavers to recognise those universities and colleges which make special efforts to support students from care backgrounds. For more information: www.buttleuk.org www.ucas.com/students/wheretostart/careleavers

Childcare provision Most universities and colleges offer some form of childcare provision - these can include such things as: crèches • out of school clubs • toy libraries • holiday play schemes Learners should contact their university or college for information on what’s available.

Facilities vary considerably and there is often competition for places. It is therefore a good idea to apply early for places at a nursery or crèche.

Further information on childcare provision in FE colleges and universities can also be obtained from The Daycare Trust (www.daycaretrust.org.uk) – a charity promoting childcare facilities within higher education. The trust can also help with details of

benefits and grants available to students with children.

10. Graduate Employment As the cost of studying a higher level course increases students are even more interested / concerned about future potential graduate earnings and indeed if it is still worth it.

An ever increasing number of research papers, reports, surveys and websites have been produced in an attempt to provide the answers. What is reassuring is that all this research shows that most graduates earn more over a lifetime than non-graduates and are less likely to be unemployed even when the higher fees are taken into account.

Some key headlines: -Predictions as to how much more they are likely to earn based vary. The latest research - BIS Research paper no 112: The Impact of University Degrees on the Lifecycle of Earnings (08/13) states that graduates, on average, earn around £200,000 more over a lifetime than non-graduates – taking into account all the costs involved of being a 21stcentury student.

-According to the Association of Graduate Recruiters Graduate Recruitment Survey 2013 there has been a 4.0% increase in graduate starting salaries following three years of salary stagnation; the median graduate starting salary in 2011-2012 was £26,000. A further increase is expected in the 2012-2013 recruitment season, when graduate starting salaries are predicted to rise by 1.9% to £26,500.

-The UK's 100 "leading employers" have 4.6% more jobs for new graduates than in 2012, High Fliers Research said. But its study of the 2013 graduate market said there were still an average 46 applicants for each position.

-The Higher Education Statistics Agency estimates 10% of UK students remained unemployed six months after graduating in 2012 Factors influencing Graduate Salaries According to analysis from The Parthenon Group in September 2011 for four out of five UK graduates, the university they attended makes virtually no

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difference to the salaries they receive on graduation.

Parthenon’s Review of Post-Graduate Salaries by University Tariff and Subject highlights three major factors with a more significant influence over the salaries graduates can expect to earn. These are: • The health of jobs market near where they studied (and therefore work) or alternatively the ability of graduates to access the lucrative London/ South-East labour market • The subject studied • For the academic elite, the number of UCAS points on entering Higher Education – although for the vast majority UCAS tariff and university attended makes little or no difference The study, based on data from the HESA six-month DHLE survey, looks at the impact of higher education on the earning power of graduates.

Universities feeding into the London labour market - but also focusing on subjects with strong employability outcomes - had a distinct advantage.

Although a high "salary premium" is still earned by those attending the most selective universities, some post-1992 institutions do just as well as or better than many Russell Group institutions on employment outcomes.

Matt Robb, Senior Principal, The Parthenon Group, comments: “Some institutions not traditionally associated with top academic performance, and with lower UCAS point tariffs, seem to deliver some of the best economic returns for their graduates.

The fact that many of these appear lower on traditional university ranking systems suggests that for graduate salaries and employer perceptions, many of these tables are misleading or redundant.”

The table below, developed by the Parthenon Group, using data from Offa and HESA makes interesting reading.

Recent research in the BIS Research paper no 112: The Impact of University Degrees on the Lifecycle of Earnings (08/13) supports Parthenon’s research: “Once very limited information about family background and A-level achievement is accounted for, the differences in the rate of return between a Russell Group and another institution in terms of rankings is, on average, small – and in statistical terms, insignificant. Many of these institutional differences will be driven by the quality of the students not by the quality of the institutions”.

The Returns to Higher Education Qualifications Degree Subject Medicine and dentistry

Individual £380,604

Subject allied to medicine

£186,392

Biological sciences

£66,443

Veterinary sciences

£166,204

Agriculture

£73,031

Physical/environmental sciences Mathematical and computer

£94,021 £136,309

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sciences Engineering

£143,959

Technologies

£81,085

Architecture, building and planning Social studies

£148,935

Law

£171,543

Business and administrative studies Mass comm. and documentation Linguistics, classics and rel. subjects European languages and literature Non-European languages and lit.

Historical and philosophical studies Creative arts and design

£117,853

Education

£159,995

Average

£108,121

£103,470

£33,015 £67,286 £66,859 £29,675 £23,226 £16,183

Source: London Economics’ analysis of data from the Labour Force Survey and the Higher Education Funding Council for England www.bis.gov.uk/assets/biscore/highereducation/docs/r/11-973-returns-to-highereducation-qualifications.pdf As with most statistics, these should be treated carefully. There will be many graduates that buck the pay trend for their degree subject, with some arts graduates earning more than those with science degrees. On the whole, graduates will be relieved to know that the median hourly wage for graduates is more than non-graduates at £15.16 compared to £8.92 an hour.

The website bestcourse4me provides detailed breakdowns of career earnings based on subjects studied in HE. www.bestcourse4me.com . The newly revised unistats website also includes KIS information including graduate employability.

The final degree classification also impacts on potential future earnings. Archer and Davison (2008:8) also found that a good degree classification was considered more important by employers than the reputation of the university itself.

The Centre for Economic Performance Discussion paper (No1221) A Question of Degree: The Effects

of Degree Class on Labour Market Outcomes looked at the effects of university degree class on wages six months after graduation, based on LSE graduates from 2005-2010 finds that an upper second earned seven per cent higher wages compared to a lower second while a first class degree earned three per cent more than an upper second.

BIS Research Paper (no 112) The Impact of University Degrees on the Lifecycle of Earnings (08/13) backs up Archer and Davison and estimates salaries for a first or upper second are significantly larger than for lower degree classes (by £76,000 for men and £85,000 for women, on average). “Part of this will reflect pre-existing differences in ability – but part will be because hard working students have made themselves more productive”.

Degree classification is used as a screening tool by a high proportion of AGR employers (82.1%) when recruiting graduates. The majority (81.3%) use the 2:1 as a cut off for most of their positions, which commissioned the survey, said the use of the 2:1 as a filter was a response to increased competition. He said: "It's to do with the significant increase in the number of applications that businesses have been receiving.

Graduate Unemployment Rates The figures below, taken from data provided by HESA (Higher Education Statistics Agency), show the percentage of university leavers employed and unemployed six months after graduating in 2011/12 by subject area. It is perhaps surprising to note that some more vocational subjects fair worse than more academic subjects for unemployment rates – eg computer science v historical and philosophical studies.

Subject area

Employed

Unemployed

Medicine & dentistry

89.1%

1.7%

Subjects allied to medicine

86.3%

4.1%

Biological sciences

67.8%

7.4%

Veterinary science

87.1%

6.2%

Agriculture & related subjects

67.2%

7.8%

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Physical sciences

61.4%

9.1%

Mathematical sciences

63.2%

8.4%

Computer science

69.7%

12.9%

Engineering & technology

73.1%

8.6%

Architecture, building & planning

77.7%

8.0%

Social studies

72.9%

8.0%

Law

63.2%

7.0%

Business & administrative studies

77.2%

8.2%

Mass communications

75.2%

11.4%

Languages

64.8%

8.1%

Historical & philosophical studies

62.8%

8.1%

Creative arts & design

70.7%

10.4%

Education

88.6%

2.7%

Combined

67.0%

5.9%

It is important to highlight that these figures only reflect unemployment rates of graduates six months after leaving university. The percentages also represent those ‘presumed’ unemployed. It is likely that if the same survey was repeated six months later the unemployment rates would most likely to be lower.

Graduate Recruitment Trends CBI/Pearson Education and Skills Survey 2013 The 6th CBI/Pearson Education and Skills Survey provides a snapshot of trends and business opinion on education and skills issues, based on interviewing 294 employers, who between them employ approximately 1.24 million people. Its section (Routes to higher level skills) on graduate recruitment and employment trends includes the following key findings:

Nearly one in three jobs (30%) require degree level skills and the proportion is likely to increase in the years ahead More employers have increased their graduate recruitment in the past year than have cut back, giving a positive balance of +8% taking on more graduate recruits Employers continue to expect the new university fees regime to impact the way they hire, with a third (30%) expecting fewer graduate applications in the future and are considering alternative entry routes for school leavers (28%) Having the right attitudes and aptitudes is by far the most important consideration when businesses are recruiting graduates – nearly nine in ten employers (88%) value these above other factors such as degree subject (67%) and degree class (48%) While the traditional graduate recruitment channels such as advertisements (used by 78%) and recruitment fairs (37%) are widely used, a third of businesses now use sandwich placements or internships to help them identify graduate talent Businesses want to see HEIs doing more to help students develop work relevant skills (49%) and improving the business relevance of undergraduate courses (49%).

The previous years survey showed that 80% of graduate jobs surveyed do not require a specific degree. However when asked if they prefer any particular degree subjects when recruiting graduates, 42% said they preferred those with STEM degrees, while 35% stated they had no preferred subject. www.cbi.org.uk/media/2119176/education_and_s kills_survey_2013.pdf

While all of the above information is interesting and it is important that learners make decisions

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on HE study with their eyes open, basing subject choice purely in terms of potential graduate earnings is not recommended. Learners need to also factor in their own interests, strengths, values and motivations as well as their personal circumstances. There is no point a learner studying a course that does not interest and motivate them as there is a real danger they will not complete.

As we do not know what the graduate labour market holds for those graduating in 3 or more year’s time it is important that learners are supported to become as employable as possible.

This includes encouraging them to gain relevant work experience and develop and be able to evidence their employability skills before and during HE. As stated in the report Changes in Student Choices and Graduate Employment Universities UK Sept 2010: Students and graduates face difficulties in predicting their future employment prospects three or four years hence on the basis of historical graduate employment data; this is exacerbated in the case of longer courses.

Warwick Institute for Employment Research: Researching the Graduate Labour Market ~ Class of ‘99, Future Track, Moving On, Seven Years On www.warwick.ac.uk/fac/soc/ier/research/glmf AGCAS The Association of Graduate Careers Advisory Services (AGCAS) is the professional association for higher education (HE) careers practitioners www.agcas.org.uk AGR The Association of Graduate Recruiters is an independent, not-for-profit organisation dedicated to supporting employers in all aspects of graduate recruitment. www.agr.org.uk Highfliers: Highfliers produce an annual Graduate Market report which looks at graduate vacancies and starting salaries at one hundred of the UK’s best-known employers. www.highfliers.co.uk Prospects Industry Insights: Industry insights provide essential labour market information on working in a wide range of sectors from sales and retail to media and the performing arts. www.prospects.ac.uk/industries.htm

A significant proportion of undergraduates change their minds as to their future career goal during their course so there is some re-assurance in that as the same report mentions: Approximately half of all graduate jobs are available to graduates of any discipline (whether vocational or non-vocational), suggesting employers are seeking ‘graduate-ness’ as often as specific skills or knowledge.

A brief summary of the key findings of the Linking London / AoC LSIS Building Learner Progression Project on Higher Level Skills Needs for London including predictions for 2010-2020 can be found in the further information section of this booklet – section 13.

Further Information: Graduate Market Trends - published four times per year by HECSU Higher Education Careers Service Unit www.hecsu.ac.uk What Do Graduates Do: including detailed profiles by subject area. Produced each year by Prospects www.prospects.ac.uk

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11.

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Glossary of terms

Access to HE Diploma course - Access courses are designed to prepare mature students without the necessary qualifications for entry into university or college and to provide the underpinning knowledge and skills needed to progress on to HE level study.

Advanced Apprenticeships (AA) - These are qualifications in practical work-related skills which can be gained while they are in a job with a local employer. They are an opportunity to earn money, learn new skills and gain a qualification at the same time.

During the AA learners work towards gaining an NVQ level 3. For more information check out the website at www.apprenticeships.org.uk/ Assessment - A means of measuring learning (e.g. an exam, essay, presentation).

Award - The overall qualification learners receive having taken the necessary modules or units.

Careers Services - These provide a very important service for all learners whatever stage they are at in their course. They can help in terms of providing advice and guidance about a vast range of career possibilities which students might want to consider once they have completed their course. Many universities are also able to provide information about opportunities for part time and temporary jobs during their time as a student. Often future employers will visit universities to recruit students for employment and the Careers Service will have details of these “milk round” events.

CATS – Credit Accumulation Transfer Scheme Sometimes it is possible to gain credit for completing parts of a degree. If learners have already studied to HND level, on a degree programme or for relevant professional qualifications before they start a degree, they may be able to transfer credits to a new course, under the Credit Accumulation and Transfer Scheme, CATS. This can allow greater flexibility and means that if the learner changes course, move to another institution or take a break from study or change from full to part time, students can take the credits with them.

Certificated Learning - Learning from a previous course which has been assessed and for which learners have a transcript.

Credit - A measure of academic learning

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Elective - An elective is a unit or module (or subject of study) freely selected by the student at university or college. On some courses an elective would be a period of course-related work experience or language.

Essays - Essays are pieces of written work, which are submitted by students to the university and is one form of assessment.

Essays usually have a set number of words (depending on the subject or tutor but often around 2000 words) and students are expected to answer a question, showing that they have done some research and are able to discuss the issues clearly and logically. Essays are more common in certain subjects than others.

Experiential - Gained from experience.

Experiential Learning - Learning from life or work experience which has not yet been assessed.

FE - Further Education. Further Education refers to post 16 education which can be offered at colleges, institutes of education, schools and in the workplace. Often a wide range of vocational and academic qualifications can be studied.

HE - Higher Education - Higher Education usually refers to post 18 study at a higher level. Most higher education students study for HNDs or foundation degrees, undergraduate degrees or postgraduate degrees.

Level Descriptor - A description of the type of learning skills or knowledge required to gain credit at a certain level (e.g. ‘ability to analyse and evaluate complex data to predict economic trends’).

Level - A measure of the difficulty or complexity of learning. In relation to other higher education courses, the first year of a degree course is usually known as level 4 and the third year as level 6.

Mature Students - Generally a mature student is a student who does not enter Higher Education directly, or after a gap-year, from school or college. Mature students often have wider experience of the workplace and life as a whole, or have spent some time away from study. Specific definitions of “mature students” may be applied when financial help is sought to support their studies.

Module - A small course – or ‘building block’ within a larger course. Often means the same as a Unit.

National Vocational Qualifications (NVQs) National Vocational Qualifications are practical qualifications which confirm the

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competence and skills of a worker in a specific profession or job. Each NVQ is broken down into smaller units and each unit tests a specific skill. NVQs are available from Level 1 (the lowest level) to Level 5 (the highest level).

Prospectus - A prospectus is a booklet (or CDROM or website) which gives the details of courses, activities and student life at a university or college. A university prospectus is normally designed to give information to anyone who wishes to study with that university and can be obtained from the Admissions Office.

Research - Research is a key feature of most university courses. Research involves collecting information about a subject from a variety of sources including books, journals and the Internet or by carrying out experiments or talking to people and analysing this information.

Sandwich course - Sandwich courses are degree courses which include an extra year ‘sandwiched’ between the years of study.

During the extra year the student usually goes on work experience with an organisation or department relating to their subject. If the degree is in languages, the extra year will usually involve a trip abroad (e.g. a sandwich course in Spanish may involve a year living and working in Spain).

UCAS - The Universities and Colleges Admissions Service for the UK. All students applying for full-time courses apply through UCAS. For more information visit the main website at www.ucas.com UCAS Tariff - A points system for entry into Higher Education which takes account of different grades and accommodates a range of different types of qualification. Entry qualifications and grades are calculated together as a tariff points score. Higher Education institutions express their offer of a place at university in terms of a tariff points score rather than as grades (e.g. 300 tariff points rather than three B grade A Levels).

However not all HE entry level qualifications (usually level 3 qualifications) are tariffed at present. For more information visit: www.ucas.com Unit - a small course – or ‘building block’ within a larger course. Often means the same as a Module.

Vocational - Vocational learning is training directly related to work or employment.

Vocational courses prepare learners for particular careers, occupations or trades and

may involve a substantial element of workexperience.

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12 - Useful Adviser Web Links Introduction to Higher Education Directgov: www.direct.gov.uk/en/EducationAndLearning UCAS: www.ucas.ac.uk/students/wheretostart HE Qualifications Directgov - www.direct.gov.uk E-Portfolios myprogressfile: www.myprogressfile.com Careers Wales: www.careerswales.com PebblePad: www.pebblelearning.co.uk

Making HE Choices Careers Information: Careersbox: www.careersbox.co.uk Careersbox is a free online library of careers related film, news and information Icould: www.icould.com Wide selection of video clips of people talking about their occupations National Careers Service - Information on over 700 occupations and related careers information including funding and childcare. https://nationalcareersservice.direct.gov.uk/Pages /Home.aspx Graduate Prospects: www.prospects.ac.uk - While aimed at graduates, this site provides a wealth of information on a wide range of careers and graduate destinations.

Careers A-Z: www.careersa-z.co.uk - Provides links to information on a wide range of careers.

Not going to university :www.notgoingtouni.co.uk Contains information on part time HE study, apprenticeships, school leaver schemes etc.

Apprenticeship Guide: www.notgoingtouni.co.uk/guides/Apprenticeship_ Guide_2013.html

Sector Skills Councils: www.sscalliance.org - This site includes a separate section for each Sector Skills Council, explaining which area of industry or service they cover, what careers resources they offer, and who to contact.

Target Jobs: www.targetjobs.co.uk/careersintelligence - Aimed at graduates but useful for all learners with information, employer case studies and links to further information.

Choosing the right course and institution Bestcourse4me www.bestcourse4me.com Includes future graduate earning potential by subject Push: www.push.co.uk - Student friendly site providing information on and casting a critical eye over UK HEIs Uni Qs http://www.uniqs.ac.uk/ widget that can sit on any website and help prospective students find and understand the best info on the web all about HE Unistats: www.unistats.com - Includes results of the annual National Students Survey. Packed with useful information including entry qualifications of students that were accepted, drop- out rates, graduate employment etc. www.purepotential.org/ Set up with the aim to improve social mobility and th focuses on progression to HE from 6 forms. A wide range of info aimed at teachers and students.

Includes a personal statement resource with over 350 statements The complete university guide: www.thecompleteuniversityguide.co.uk - Information on the whole process of researching, applying and going to HE Gov: www.gov.uk - Includes information on higher education aimed at learners What university: www.whatuni.com -Alternative online prospectus created by students for the benefit of future students. Includes video clips and written reviews Independent Newspaper: A-Z of Degrees: www.independent.co.uk/student

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- Degree course subjects and what they are like Open Days: www.opendays.com - Information on open days in the UK London Taster Courses: http://www.london.ac.uk/tasters.html - The London Taster Course Programme provides students looking towards attending university the opportunity to experience life as a university student, in the subject area of their choice.

UK Coursefinder: www.ukcoursefinder.com - this site includes a questionnaire that helps learners identify the right course for them.

League Tables The Times newspaper: www.timesonline.co.uk - Includes The Times newspapers university league tables. (Please note that this is now a subscription website).

The Guardian newspaper: www.guardian.co.uk/education - Includes The Guardians newspapers university league tables The complete university guide: www.thecompleteuniversityguide.co.uk/leaguetables The Complete University Guide website have complied their own league tables based on publically available data Push www.push.co.uk/League-tables-7/s.htm Push have produced a number of their own league tables based on a variety of factors.

HE Admissions Tests UCAS - On Admissions tests: www.ucas.ac.uk/students/beforeyouapply/admissi ons Full time HE Study UCAS: www.ucas.com Part Time, Distance Learning and Work Based Learning Hot courses: www.hotcourses.co.uk - Users can search for part time and distance learning courses by region

Higher learning at work resources: www.higherlearningatwork.org Open University: www.open.ac.uk - The Open University is the UK’s largest university providing part time courses by distance learning Birkbeck, University of London: www.bbk.ac.uk - London’s specialist provider of evening higher education ICS: www.icslearn.co.uk - The ICS courses allow people from all backgrounds study from home in their own time to gain qualifications.

Avoiding Bogus Degrees BIS: www.bis.gov.uk/policies/highereducation/recognised-uk-degrees/recognisedbodies A list of all those institutions or bodies, including universities, which have their own UK degree awarding powers Higher Education Degree Databank: www.hedd.ac.uk - UK's official online degree verification service.

“HEDD is a secure online verification service allowing you to check that a UK university or college is or has been recognised as a degreeawarding body by the UK Government at a given time since 1990”.

Applying to HE UCAS: www.ucas.com/advisers - Advisers Guide to supporting learners Directgov: www.direct.gov.uk - Information on, and examples of, personal statements Preparing for HE The site.org: www.thesite.org - Information on going to HE, settling in and developing effective study skills BBC Webwise: www.bbc.co.uk/webwise - IT refresher courses Open University short IT courses: www.open.ac.uk/courses

Unionlearn: www.unionlearn.org.uk/ -Includes a number of resources on studying HE in the workplace including:

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Student Life & Student Support National Union of Students (NUS): www.nusonline.co.uk - Information and advice on going to university and settling in and the range of services that the NUS provides.

London Student: www.londonstudent.co.uk - London student university forums and student discussion Real Uni: www.realuni.com - Alternative UK Prospectus written by students.

The Student Room: www.thestudentroom.co.uk - Student forum enabling learners considering HE to chat with current students The Daycare Trust: www.daycaretrust.org.uk - A charity promoting childcare facilities within higher education. The trust can also help with details of benefits and grants available to students with children.

Student Health Services BBC Surgery site: www.bbc.co.uk/switch/surgery/advice - Contains information on things like stress, drugs and sexual health for young people NHS Direct: www.nhsdirect.nhs.uk - Contains a comprehensive self-help guide

- International English Language Testing System (necessary for entry to UK universities if English is not the first language).

UK Council for International Student Affairs www.ukcisa.org.uk London Metropolitan University Refugee Assessment Guidance Unit (RAGU): www.londonmet.ac.uk/ragu - RAGU has an excellent reputation for its work with supporting refugees into and through HE and into employment.

The Council for Assisting Refugee Academics (CARA) CARA's primary objective is to support refugee academics in their effort to rebuild shattered academic and/or professional careers within the UK and ensure that their specialist knowledge and abilities continue to benefit mankind website: www.academic-refugees.org Supporting Care Leavers Information on universities that have been awarded the Buttle UK Quality Mark for Care Leavers http://www.ucas.com/students/wheretostart/care leavers To find out more about Buttle UK, the Quality Mark for Care Leavers please visit their website: www.buttleuk.org Awarding Bodies

Information for Refugees and Learners with Overseas Qualifications International Comparisons: www.naric.org.uk - Provides information about the comparability of UK and international qualifications and the educational and qualifications system in over 180 countries.

UCAS: www.ucas.ac.uk/students/wheretostart/nonukstu dents - For information on entry to UK universities with overseas qualifications.

Council for International Education: www.intstudy.com/articles/ukcosa.htm - UKCOSA is the Council for International Education. They provide free advice and information to international students.

Qualifications and Curriculum Authority (QCA): www.qca.org.uk/ - Includes information on vocational qualifications, workforce development, adult learning etc The Assessment and Qualifications Alliance (AQA): www.aqa.org.uk/ - Information on 14-19 qualifications including 1419 diplomas.

City and Guilds: www.cityandguilds.com - Key provider of vocational qualifications in the UK Edexcel: www.edexcel.org.uk - Edexcel look after a range of recognised qualifications in the UK including BTECs NVQs and 14-19 diplomas.

National Open College Network: www.nocn.org.uk

English Language Testing: www.ielts.org

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- An accreditation service through a national framework of local Open College Networks Oxford Cambridge and RSA Examinations: www.ocr.org.uk/ - UK awarding body, providing a wide range of qualifications, both academic and vocational Graduate Opportunities: www.prospects.ac.uk www.graduate-jobs.com www.targetjobs.co.uk http://www.agr.org.uk/Default.aspx

13 - Further Information Examples of Employer School/college leaver Schemes The following examples provide a flavour of the range of schemes available. For up to date information please visit employers websites or the useful websites listed below.

McDonalds The McDonald's Business foundation degree, accredited by Manchester Metropolitan University, is free for staff and the first students graduated in 2011. www.mcdcareers.co.uk Harrods Harrods offers a BA (Hons) in Sales course for its staff, launched in 2010, which is being run in conjunction with Anglia Ruskin University. www.harrodscareers.co.uk KPMG Six-year programme leading to a BSc degree in Accounting (Durham University/ Exeter University) plus a chartered accountancy qualification.

Requirements: ABB at A-level or equivalent. Grade B in Maths and English at GCSE www.kpmgcareers.co.uk Morrisons Bradford University School of Management BA (Hons) Management and Business. This course is http://mycareer.deloitte.com/uk/en/student

available to 18-24 year olds with at least three Alevels at grades BBC or equivalent (280 UCAS points). www.iwantafreshstart.com Ernst & Young (BSc (Hons) in Accounting, Auditing and Finance, 4 years in duration in collaboration with the University of Lancaster and the Institute of Chartered Accountants Scotland (ICAS) A minimum B grade in GCSE Mathematics and English Language; A / AS levels: AAB (not counting General Studies or re-sits). www.ey.com/UK/en/Careers/Students Deloitte Bright Start Scheme The programme accepts students who have achieved at least 300 UCAS points at A-level (or equivalent). As a school leaver looking to work in Audit, Corporate Finance or Tax, you’ll need GCSE Maths at grade B or above and English at grade C. It’s also important that you have a predicted 300 UCAS points at A-level (excluding General Studies) for Audit and Tax or 320 points if a learner is interested in Corporate Finance http://mycareer.deloitte.com/uk/en/student/scho lars-and-school-leavers/bright-start Barclays Bank Retail Development Programme in collaboration with Anglia Ruskin University & Nottingham Trent University. Entry Requirements: (dependent on which programme taken) Anglia Ruskin University 240 UCAS points (from 3 A Levels or equivalent) and 5 GCSE’s grade A – C (including English & Maths). Nottingham Trent University: minimum of 320 UCAS points http://group.barclays.com/Careers/Your-careerat-Barclays/School-leavers Tesco Retail Foundation Degree In conjunction with Manchester Metropolitan University and University of the Arts London. Entry requirements:180 UCAS Tariff points www.tescocareers.com/trainee-management-programme Logica (IT and business service company) Degree programme in Business Management validated by the University of Winchester Entry Requirements: 300 UCAS points at A-Level achieved during the same academic year (or equivalent) excluding General Studies. At least a Cgrade in both GCSE English and Maths (or equivalent) www.workatlogica.co.uk /

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PwC School and College Leaver Programmes

Grant Thornton School Leaver Programme

Business areas: Assurance, Public Services and Business Recovery Services Qualification: A range of higher apprenticeships in: consulting, assurance, financial advisory and tax Academic entry requirements: 280 UCAS points or equivalent www.pwc.co.uk/careers/schools/index.jhtml

Business areas: Actuarial, Audit, Business Risk Services, Recovery and Reorganisation and Tax. Qualification: AAT, ATT or ACCA qualifications depending on business area.

Academic entry requirements: Minimum of 240 UCAS points, and at least grade B GCSEs in English language and maths. http://graduates.grant-thornton.co.uk/what-weoffer/school-leavers

RSM Tenon School Leaver Programme Business areas: Accounts, Outsourcing, Tax, Forensic Accounting.

Qualification: Professional qualifications with AAT or ACCA Academic entry requirements: Minimum of 280 UCAS points, and grades A-C in maths and English at GCSE (or equivalent). www.rsmtenon.com/Careers/StudentCareers/School-Leaver-Careers.aspx National Audit Office School Leaver Programme Business areas: Audit Qualification: Professional qualification leading to qualification as a Chartered Accountant.

Academic entry requirements: 300 UCAS points from A-levels or equivalent. Five GCSEs A*-C, including maths and English. www.nao.org.uk/school-leavers

BDO School Leaver Programme Business areas: Audit, Tax and Technology Risk Advisory Services Academic entry requirements: 280 UCAS points or equivalent and a minimum of grade B in maths and English at GCSE. Qualification: First two years spent studying towards CFAB qualification and the Higher National Apprenticeship in Accountancy (HNA).

Then over the next three years, continue studying towards the ACA. www.bdoschoolleavers.co.uk/page.aspx/Vacancie s-at-BDO Useful websites: www.notgoingtouniversity.co.uk http://www.thebigchoice.com/School_College_Le avers

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Private HE Providers Examples of courses and tuition fees charged by private providers:

College

Course

Award/Accredited by

UK/EU fee

Greenwich School of Management

BSc Business Management (2years)

University of Plymouth

From £6,000

E Thames Graduate School

BA Hons Business and Management BA Business Management BSc (Hons) Psychology

University of Sunderland Anglia Ruskin University

£6,000pa? Contact Direct E Thames to confirm £2,800 pa Direct

BPP University College

From £6,000 pa

UCAS

Ifs School of Finance (shortly to become ifs University College) London School of Business and Finance

BSc (Hons) Banking Practice and Management

Ifs School of Finance

£6000pa

UCAS

BSc (Hons) Financial Management

Awarded by London Metropolitan University

£8,200pa

Direct

SAE Institute

BA Hons Interactive Animation

Middlesex University

£7072 pa? Contact UCAS SAE to confirm costs

The Institute of Contemporary Music Performance

BA Hons in Popular Music Performance

University of East London

£5,950

Amity London Business School BPP University

Application Method Direct

UCAS

Please note that this information was accurate at the time of writing. Course information and pricings may be subject to change and it is recommended that for up to date information applicants and advisers visit the individual websites of the institutions.

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What’s it like to Study…?

HE subject Overviews Education section of the Guardian A wide range of university subjects covered.

Headings include What will I learn? What skills will I gain? What job can I get? Includes links to information on both the Guardian league table 2013 by subject, as well as related subject articles. www.guardian.co.uk/education/list/educationsubject

University Education section of the Daily Telegraph Over 50 degree course guides covering a wide range of subjects. Content includes information on: What qualification do you leave with? How long is the degree? What does it cover? What can you expect? and Career prospects: www.telegraph.co.uk/education/universityeducati on/degree-courses The Complete University Guide Website Approximately 90 course profiles listed. Each profile includes the following headings - Subject Description, Example Areas of Study, Some career possibilities, What do I need to get on a course?

For your application or interview the following may be useful. It also has links to relevant websites, including professional bodies: www.thecompleteuniversityguide.co.uk/courses/ Hotcourses Website Literally hundreds of undergraduate course summaries and student subject profiles. Content varies from detailed to a very brief summary of the subject in question but most include, as well as what the subject is like, career prospects and links to similar courses and related articles: www.hotcourses.com/study-guide/study-guidetips-archive/16180339/study.html Prospects Website While aimed at undergraduates and those who have recently graduated, it contains very useful information to help inform undergraduate subject choice. Broken down by broad subject areas it includes information on: Jobs directly related to your degree, Jobs where your degree would be useful, Relevant work experience, Typical employers and skills for your CV. Of particular interest is the detailed information on what graduates do? six months after graduating by subject, based on data from the Higher Education Statistics Agency's Destinations of Leavers from Higher Education survey. www.prospects.ac.uk

Student Section of The Independent A wide range of subject profiles and yes they do include Zoology. Sections include: What courses?

What do you come out with? Why do it? What's it about? Study options? What will I need to do?

What are my job prospects? and Related degrees www.independent.co.uk/student/into-university/azdegrees/

Professional Bodies/Institutes The following information includes examples of two professional institutes that are members (IAM) or associate members (CMI) of the Linking London network. For details of the wide range of professional bodies/institutes please view the useful website links below.

The Institute of Administrative Managers “The IAM has been promoting the highest standards of excellence in business and administrative management since 1915. The Institute supports leaders and managers at all levels in developing their business, leadership and governance skills. It offers qualifications on the QCF and NQF at levels 2-6 in business and administrative management, in business administration and in ICT, including apprenticeship packages at levels 3 and 4”.

For more information: www.instam.org Chartered Management Institute “CMI is an awarding body that awards management and leadership qualifications, and the only body that awards Chartered Manager, the hallmark of any professional manager. We literally set the standards that others must follow. As the only organisation to offer qualifications from Level 2 (GCSE) to Level 8 (PhD), CMI is committed to equipping individuals with the skills and knowledge to be exceptional managers and leaders”.

For more information: http://www.managers.org.uk/ Useful Websites http://www.totalprofessions.com/home http://www.accessprofessions.com

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Labour Market Information Higher Level Skills Needs for London: 2010-2020 Key Sectors that are Important for London According to the UKCES Working Futures report the main growth sectors for London are the primary sector and utilities, in particular water and sewerage, skilled construction trades and related occupations, and business and other services including professional and support services. These are predictions based on projected growth between 2010-2020.

These sectors cover a wide range of occupations. If we break this down by occupation again, according to additional data produced as part of the Working Futures report, then the following occupations are predicted to be some of the main growth areas between 2010 - 2020:

Corporate managers and directors Professionals – including health, business, public service, media and science, research, engineering and technology professionals Associate professionals – including health and social care and business and public service associate professionals Culture, media and sports occupations Caring, personal service occupations Skilled construction and building trades It is important to note that replacement demands created in the main by those who leave the labour market are projected to account for a significant number of job openings, more in fact than through the creation of new jobs.

The highest replacement demands are for professionals, administrative and secretarial occupations, along with skilled trades and elementary occupations. High replacement demands include occupations where overall new openings are predicted to decline, for example, administrative and secretarial occupations.

Further details are included in the main Building Learner Progression (BLP) report: Key Sectors within London’s Economy: Continuing Trends and Growth Sectors, Plus the needs of the Future, available on the Linking London website. This report has been produced as part of the LSIS funding BLP project in collaboration with AoC London. To access the original UKCES reports and a wealth of other labour market information visit: www.ukces.org.uk

Massive Open Online Courses (MOOCS) Moocs are online university courses that use the internet to deliver video lectures and provide interactive exercises and automated testing to allow distance learning for students.

They represent a new generation of online education, freely accessible on the internet and geared towards very large student numbers. As well as being in most cases free of charge they do not usually have any entry requirements. They usually include the opportunity to interact with other online learners on the same course via forums and discussion boards.

Although currently they do not lead to recognised credits as yet students completing will normally receive a certificate or statement of accomplishment.

Coursera, EdX and Udacity are three of the leading US Mooc providers, offering more than 200 courses between them. The University of Edinburgh is one of Coursera’s partners, with short courses in a range of subjects including Introduction to philosophy and equine nutrition.

The Open University is launching a UK counterpart, Futurelearn, which will offer free course content online from the following universities: University of Bath, University of Birmingham, Bristol University, Cardiff

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University, University of East Anglia, University of Exeter, University of Glasgow, King’s College London, Lancaster University, University of Leeds, University of Leicester, Loughborough University, University of Nottingham, The Open University, Queen’s University, Belfast, University of Reading, University of Sheffield, University of Southampton, University of St Andrews, University of Strathclyde and University of Warwick.

Specific details of the first Moocs to be made available are thin on the ground, although Futurelearn has confirmed that they will cover topics including literature; history; social sciences; computing and IT; and physical science, and be designed to work on mobile devices.

There will be a launch event in mid-September 2013, when full details of the platform’s first Moocs will be announced. From this time, learners will be able to sign up for a selection of the courses, the first of which will commence in October, although some course numbers will initially be limited while final “testing is completed. For more information: http://futurelearn.com

Written by: Andrew Jones, Deputy Director and IAG Specialist, Linking London September 2013

Linking London, Hosted by Birkbeck, University of London

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