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Exploring the forefront of digital education, the Digital Education Futures Initiative (DEFI) event offered profound insights into the intersection of technology and education. These insights resonate with Access to Higher Education Diplomas, addressing crucial aspects of personalised teaching and learning, human-centric approaches and strategic planning in the age of Generative AI.

One of the highlights of the event was Dr. Alina von Davier’s presentation on Duolingo’s innovative framework for flexible test design using AI. It was particularly fascinating to learn how AI can interact in real time with test takers, guiding writing tasks and assessing abilities based on responses. This marks a significant leap in personalised learning assessment which they term PET-CAT Personalised Ensemble Test (PET) – Computerised Adaptive Test (CAT). As this framework continues to develop, we can envision how such tailored technologies could cater to the diverse learning needs of adult learners and facilitate smoother transition into HE.

Former Secretary of State for Education, Charles Clarke, delivered a compelling message on the nuanced integration of AI in education. His emphasis on tailoring AI implementation to individual subjects and the importance of strategic planning at the provider level, resonated as a clear directive to course leaders and senior leadership teams within educational organisations. His analogy likening the current AI hype to the hasty introduction of computers in UK educational institutions in the 1980s and 1990s underscored the necessity of consistent support and preparation to avoid potential pitfalls.

Get ready for a new buzz-word: “Humans-in-the-loop.” This notion emphasises the indispensable role of human involvement in the transition towards automated teaching and assessment, highlighting the enduring value of human evaluation and empathy in the learning process. This is equally important in adult education settings, where guidance and personalised support play a crucial role in facilitating learning and learner well-being.

With the emphasis on the crucial role of humans in the educational process, the event also featured a showcase of AI-powered EdTech products. From tools that enhance teaching effectiveness to classroom management and student engagement, these promising initiatives offer pedagogic solutions for a diverse range of education providers. Below is a list of the EdTech products presented:

• Twinkl – an AI-powered teacher’s toolbox with lesson plans, assessments and many other resources available to teachers
• Merlyn Minds – an AI assistant in the classroom guided by the teacher’s voice
• ClassIn – a one-stop interactive classroom experience
• Ludenso – an augmented reality (AR) platform bringing learning to life in 3D and with AR
• Speechmatics – AI speech technology for transcription and real-time translation
• Smart Learning – A Danish initiative that personalises learning for each learner
• TIST – a farmer support service in East Africa tackling climate change with education and tree-planting.

Amidst all these technological advancements and innovative AI products, there remains a resounding call for dialogic learning, as argued by Professor Rupert Wegerif. Wegerif’s historical parallels provided thought-provoking insights into previous technological revolutions in education such as the printing press. Drawing comparisons to the shift to a print-based education system in 19th century Europe and USA, he highlighted Comenius’s emphasis on the pivotal role of the teacher’s voice in facilitating effective learning from books ‘to the mind of the listener’.

An earlier train of thought that underscores the value of dialogue and oral culture in education takes us to ancient Greece. Socrates was famously sceptical towards writing as a measure of true understanding. He famously remarked: “Writing, Phadeus… is very like painting; for the creatures of painting stand like living beings, but if one asks them a question, they preserve a solemn silence” (370 BCE).

This serves as a reminder of the limitations of the written word compared to the validity of verbal dialogue in cultivating and evaluating deep understanding. It reaffirms the significance of recent trends towards interactive participation and verbal assessments (viva voce – meaning ‘with living voice’) to establish a living relationship with knowledge where meaning can be ‘experienced’ rather than ‘represented’.

At CAVA, we support these recent trends and believe in encompassing various assessment types that provide opportunities for personal reflections through written work, semi-structured interviews, or guided discussions, aiming to establish meaningful learning experiences for our adult learners and to prepare them effectively for HE.

The insights gleaned from DEFI’s annual event provide valuable consideration for stakeholders in the Access to HE sector. As we navigate this new frontier of Generative AI, it is essential to embrace innovation while remaining ethical and mindful of the enduring human elements that underpin effective learning and teaching practices, ie. the human-in-the-loop!

– Reflections by Nork Zakarian

Nottingham College’s Access to HE Diploma (Criminal Justice and Policing Studies) has been acknowledged for consistently going out of their way to engage their students and immerse them in the real-world application of their studies. These efforts are having a direct impact on students’ retention on the course, their overall grades, and their successful progression to higher education.
One way they have engaged their students is with a range of different enrichment opportunities at notable locations such as Nottingham Crown Court, Shrewsbury Prison and Mansfield Police Station. These trips offer a firsthand look at the legal process in action, allowing students to envision a future within the legal landscape. Students have had the opportunity to explore a decommissioned prison as well as a commissioned prison and talk to inmates.

These opportunities are integral components of Nottingham College’s Access to HE Diploma (Criminal Justice and Policing Studies), designed to spark a passion for the field, challenge students’ perspectives, and enhance their understanding of law and criminal justice. By stepping out of the classroom and into environments where law and order are experienced, students gain invaluable insights, fostering an educational journey marked by engagement, inspiration, and distinction-level achievement. These experiences have also altered students’ career progression, increasing the amount of students who wish to work in prisons or with the rehabilitation of prisoners.

Another way Nottingham College is engaging students in a unique way is with TikTok. Jayne Harding, the course leader for Criminal Justice and Policing Studies, has set up a successful
TikTok account called Judge Jayne – a British version of the popular Judge Judy show in America. She uses her account to create entertaining videos around the content of their course, engaging students so that they remember the information. This approach enriches the learning experience, making complex legal concepts accessible and memorable.

As always, there are challenges with enrichment opportunities and in the current cost of living crisis money is the largest one that Nottingham College faces. Their students must fund these experiences as there are no bursaries available. Students who struggle are often supported by the staff and other students who are happy to contribute a bit more, however it limits the amount of trips they can go on. This increases the relevance of the TikTok videos as these are free and accessible to all students.

Jayne and her department have an ultimate objective, to become the best provider for students aspiring to careers in law and criminal justice in the Midlands. They are constantly finding new ways to support and engage their students whilst they work towards their goal.
Thank you to Jayne for taking the time to talk with us and congratulations on the fantastic work you are doing.

The CAVA awards stand out as a yearly highlight for the entire team, shining a spotlight on exceptional students through two awards: the Academic Achievement Award and the Commitment to Study Award. Each year we receive remarkable nominations, and the 2022-23 academic year was no exception. The winners this year were embodiments of determination and hard work, overcoming significant challenges to achieve their well-earnt success.

The winner of the Commitment to Study Award was Danny Svenson who studied the Access to HE Diploma (Land-based Studies) at Bishop Burton College. The winner of the Academic Achievement Award was Sophie Clark who studied the Access to HE Diploma (Science) at Nottingham Trent University.

Danny Svenson

As the most mature student in his group, Danny initially had concerns about fitting in. He faced significant challenges with technology, struggling initially with basic computer skills like using word processors and spreadsheets. Undeterred, Danny dedicated extra time with learning mentors to improve his skills, eventually mastering various software.

Danny also faced a range of personal struggles, including a marital breakdown which led to a period of homelessness, financial difficulties and mental health issues; at times fearing this balance was compromising his academic performance. Despite these obstacles, Danny maintained impressive attendance and continued to submit high-quality work.

Remarkably, throughout these trials, Danny’s determination never wavered. He continued to support his peers, even when facing his own hardships, and his dedication paid off. Achieving Merits and Distinctions, Danny not only succeeded in enrolling in the BSc in Conservation but also secured a job at Sewerby Hall and Gardens, aligning perfectly with his passion for animal work and conservation. Danny’s story is a powerful example of unwavering commitment and resilience, an inspiration to adults considering returning to education.

Sophie Clark

Overcoming personal challenges, including the loss of a family member and an initial educational setback, Sophie demonstrated exceptional determination and courage. After a period of working as a sales executive, she reignited her passion for science by returning to college, transforming from a hesitant newcomer to a confident, respected course representative.

Sophie consistently achieved Distinctions in all her assessments, setting a high standard with presentations that her tutor stated ‘could rival those of seasoned lecturers’. Her work, particularly in her assignment about reproduction, left audiences thoroughly impressed and earned high praise from professionals in the field.

Sophie’s visit to the Microbiology lab was a pivotal moment, with her work impressing the Head of Microbiology, who compared it to that of a second-year university student. This recognition boosted her confidence and spurred her to break new boundaries, sharing her knowledge and inspiring her peers.

Not only did Sophie and Danny win the CAVA student awards, both of them have been chosen as the runner-up for the national Keith Fletcher awards, where they will be celebrated on Wednesday 6 March at the House of Commons.

Congratulations from the CAVA team on their success and we’d like to wish you all the best for your future studies.

The ESFA has confirmed that Access to HE Diplomas will now be allocated Guided Learning Hours (GLH). As the QAA Diploma Specification recognises that each credit is equivalent to 10 notional learning hours and Access to HE Diplomas consist of 60 credits, the ESFA has set the GLH as 600 hours to determine funding rate.

The new adult funding rates include five skills funding bands and ESFA has assigned each Sector Subject Area (SSA) Tier 2 to one of these bands. Each of the skills funding bands have their own hourly funding rate which will be used to calculate the funding for individual qualifications. To determine the funding rate per learner, the hourly rate allocated to each Access to HE Diploma is multiplied by 600 GLH. 

Please see the table below outlining the comparison between the current funding rates per learner for CAVA Access to HE Diplomas and the rates for 2024-2025:

 

DIploma title	Current rare	New rate from 2024-25	Difference
Access to HE Diploma (Business)	£3,022	£4,320	+£1,298
Access to HE Diploma (Childhood Studies)	£3,384	£4,320	+£936
Access to HE Diploma (Computing)	£3,928	£5,040	+£1,112
Access to HE Diploma (Counselling)	£3,384	£5,040	+£1,656
Access to HE Diploma (Creative Arts)	£3,928	£5,040	+£1,112
Access to HE Diploma (Creative Industries)	£3,384	£4,320	+£936
Access to HE Diploma (Criminal Justice and Policing Studies)	£3,022	£4,320	+£1,298
Access to HE Diploma (Education)	£3,384	£4,320	+£936
Access to HE Diploma (Engineering)	£3,928	£5,760	+£1,832
Access to HE Diploma (Health and Social Care)	£3,384	£5,040	+£1,656
Access to HE Diploma (Health Professions)	£3,384	£5,040	+£1,656
Access to HE Diploma (Hospitality and Tourism)	£3,022	£3,600	+£578
Access to HE Diploma (Humanities and Social Science)	£3,022	£3,600	+£578
Access to HE Diploma (Humanities)	£3,022	£3,600	+£578
Access to HE Diploma (Land-Based Studies)	£5,197	£5,760	+£563
Access to HE Diploma (Law and Criminology)	£3,022	£3,600	+£578
Access to HE Diploma (Maritime)	£3,022	£4,320	+£1,298
Access to HE Diploma (Medicine)	£3,384	£5,040	+£1,656
Access to HE Diploma (Science)	£3,384	£5,040	+£1,656
Access to HE Diploma (Shoemaking)	£3,928	£5,040	+£1,112
Access to HE Diploma (Social Sciences)	£3,022	£3,600	+£578
Access to HE Diploma (Sports Science)	£3,384	£5,040	+£1,656
Access to HE Diploma (Veterinary Science)	£5,197	£5,760	+£563

 

Please note, the change in funding rates will impact the Advanced Learner Loans amount that students will need to take out to fund their course in 2024-25.

In February 2024, we successfully revalidated three of our Diplomas: Access to HE Diploma (Shoemaking), Access to HE Diploma (Criminal Justice and Policing Studies), and Access to HE Diploma (Computing). This was made possible through the collaborative efforts of experts from various esteemed institutions.

Criminal Justice and Policing Studies revalidation event

The revalidation event for Access to HE Diploma (Criminal Justice and Policing Studies) gathered experts from University of Hertfordshire; Anglia Ruskin University; University of Huddersfield; Leeds Trinity University; De Montfort University; Lincoln College, East Coast College; Craven College, and Nottingham College. 

The objective was to uphold the ongoing relevance, currency, and quality of the Diploma. The revalidation process primarily involved fine-tuning language rather than implementing substantial changes. Notable updates included the integration of Sociology, Terrorism, and Research Strands into the Rules of Combination. This collaborative effort ensures the Diploma remains fit for purpose and supports student progression into Higher Education or the Policing Profession. 

Computing modification with panel

A modification with panel event convened to approve modifications to the Access to HE Diploma (Computing). QAA’s new specifications had impacted all six providers of this Diploma, requiring them to split units to comply with the 30-credit cap of 6 and 9 credit units taking effect starting 2024-25. 

Panel members reviewed the revised units to ensure they contained sufficient subject content and were able to stand alone as split units; no issues were found with the modifications. The panel commended the scope of the Diploma for its offerings of emerging areas in computing technologies such as machine learning; data science; cloud computing; distributed systems; software; and defined networks. 

We would like to thank all the panel members and providers from University of Suffolk, University of Lincoln; Anglia Ruskin University; Nottingham College; Truro and Penwith College; College of West Anglia and City College Plymouth for their input.

Shoemaking modification with panel

We held a Diploma modification with panel discussions for the Access to HE Diploma (Shoemaking) to ensure that it was compliant with the new QAA Diploma Specification coming into effect in August 2024. 

A huge thank you to colleagues at University of East Anglia; De Montfort University; and the London College of Fashion, University of the Arts London for their time and expertise in ensuring the continued quality and robustness of the Access to HE Diploma (Shoemaking). 

The amendments made to the Diploma will enable students to explore a wider range of skills relating to digital development, communication and creativity. The addition of two new units in Footwear Marketing and History of Footwear enhances the students’ experience and aligns with the expectations and subjects offered at HE. 

We would like to thank all panel members who contributed with their time and expertise.

It is with a profound mix of emotions that I share my transition from the role of CEO at CAVA over the next six months. I will be moving on to build my own coaching and consulting business.

Serving as the CEO of this fantastic organisation for more than four years has been a privilege and honour. Together, we have accomplished remarkable milestones during a period of unprecedented turbulence and worked tirelessly to advance our mission of enabling adults to achieve their aspirations through education.

I want to assure you that the CAVA Board and I are working closely to ensure a seamless transition that safeguards the continuity of CAVA’s operations. Recruitment is now open for the new CEO to take CAVA forward to our next stage of development. The CAVA Board is seeking a leader who shares our passion, possesses excellent strategic and operational skills, and has a proven track record of inspiring positive change. Please refer to the recruitment pack for detailed information on the role.

The aim is to have the new CEO onboard by Summer 2024, with a structured handover period supported by myself as the outgoing CEO. Throughout this transition, I will continue to lead CAVA, supported by our exceptional team, Board, and governance committees. We will inform you once an appointment is made.

Should you have any questions or require further clarification regarding this transition, please do not hesitate to reach out to me directly via f.raffai@cava.ac.uk.

Thank you for your support, dedication, and collaboration. I have thoroughly enjoyed working with our incredible CAVA staff team and committees, our dedicated external moderators and subject experts, and our inspiring FE and HE members. I am sure that the CAVA community will continue to thrive under new leadership and achieve even greater heights in pursuit of our shared mission.

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Every year CAVA celebrates our students with the two CAVA awards – the ‘Outstanding Commitment to Study’ award and the ‘Outstanding Academic Achievement’ award. Last year we received incredible stories from a range of different CAVA members. Among all of the worthy nominations, these four students stood out.

For the academic year 2022-23 our runner up for Outstanding Commitment to Study, was Cherie Shepherd who completed the Access to HE Diploma (Science) at Nottingham Trent University.

Cherie Shepherd

Despite a daunting array of health challenges, including Functional Neurological Disorder (FND), dyslexia, and ADHD, Cherie displayed remarkable resilience throughout her studies.

 
Beginning her course, Cherie quickly demonstrated her ability and commitment to succeed. Whilst she lived with carers due to her health conditions, she navigated her studies with an extraordinary level of dedication. Her routine included long hours at the library whilst balancing her academic responsibilities with the demands of being a mother.

 
Cherie’s resolve was particularly evident in March 2023, following a serious health episode that resulted in her hospitalisation. Against medical advice, she returned to college immediately after being discharged, demonstrating an unwavering commitment to her education.

 
Despite the significant obstacles, Cherie achieved Distinction grades and is currently studying at the University of Nottingham towards a MNutr integrated masters in Dietetics. Her success is not only a personal triumph but also a true inspiration for others facing similar challenges. Cherie’s story exemplifies that with determination and resilience, overcoming even the most daunting barriers is possible. Congratulations Cherie for being the 2022-23 runner up of the CAVA Outstanding Commitment to Study award.

To support our aim in offering highly relevant and valuable Access to HE Diplomas, CAVA is pleased to share that we are growing our package of support for our Access to HE providers through the introduction of an Assignment Brief Library in 2023-24.

The Library will house current and relevant past assignment briefs for our Access to HE Diplomas and will be accessible by all of our practitioner members. During 2023-24, providers are encouraged to share their assignment briefs as they are developed for compliance with the revised QAA Access to HE Diploma Specification and QAA Grading Scheme to support the sharing of ideas in assessment practice.

We aim to fully populate the Library by the first term of the 2024-25 academic year. We hope it will become a first port of call for those involved in assessment content creation, or for those just looking for ideas to diversify or expand their resources and tasks for existing assignments.

We will share more information about the Assignment Brief Library at our upcoming standardisation events and in future newsletters. In the meantime if you would like to share your briefs as they are updated to for compliance with the new QAA regulation, or if you have any questions about this new resource, please get in touch.

As we approach February and March, it’s an important time for CAVA members with the arrival of their first external moderator (EM) visit. This is more than a routine check-in; it’s a key step in assuring and enhancing the quality of the course. It is also an excellent opportunity for EMs to engage with staff and students, immerse themselves in the learning environment, and review various work samples.

These visits last a few hours and need to be comprehensive, involving several aspects of the Access to HE quality assurance process. To assist our EMs in making the most of their time, we’ve developed a guide based on our recommendations and input from CAVA EMs at the 2023-24 external moderation briefings.

CAVA have a wide range of documents which are useful for EM visits including, The Red Book (guidelines for external moderators), CAVA database user guide for external moderators and the EM report template.

Before the visit

You will find information required to support your visit on the provider’s site, including; Diploma Quality Review with course stats from previous years, moderation and validation reports, details of any modifications made to the programme, etc.

Preparation is key. Initiating early communication with the college or course leader is essential. This conversation is the ideal time to introduce yourself, finalise visit details such as the date, parking arrangements, and meeting points. It’s also beneficial to review the institution’s last EM report to understand specific focus areas. Planning your day in advance, including arranging meetings with staff and students, can significantly contribute to a smooth visit.

During the visit

The visit itself is a critical time for in-depth engagement. It provides an opportunity to meet with students and the course team, discuss findings, and assess progress on prior recommendations. These discussions are not just informative but also serve to reassure everyone about the supportive nature of the visit and acknowledge positive practices observed.

A thorough review of the institution’s policies and procedures, particularly in areas like referrals and resubmissions, is vital. Bringing the EM report can help ensure that all aspects are covered. Additionally, sampling and reviewing the quality assurance processes, ie, extenuating circumstances, are important tasks. If there’s additional time, a tour of the college can be insightful, offering a chance to discuss future course changes and start thinking about the next visit, particularly in terms of gathering student feedback.

After the visit

Following the visit, there are a few crucial steps to complete. The EM report should be submitted to CAVA within two working days to maintain momentum. Planning the next visit promptly is also important to accommodate everyone’s schedule.

These visits are integral to fostering a strong relationship between CAVA and our member institutions, and we look forward to their successful implementation.