Category: News

The QAA’s Access to HE annual conference took place virtually across two half days on 10 and 11 May. Across the two days, the conference touched on different facets of the new Skills and Post-16 Education Act and its implications for the Access to HE Diploma.

The primary aim of the Skills and Post-16 Education Act is to transform the skills and training landscape and level up opportunities across the country. Access to HE Diplomas closely align to this aim, providing opportunities for thousands of adults to re-engage with education at Level 3 and progress into higher education. Carys Willgoss from UCAS spoke at the conference about the partnership between UCAS and Health Education England to research “Who are the future nurses” and better understand the next generation of nurses. Key findings included: the role the pandemic has played in inspiring people to pursue nursing as a career, the rise in mature acceptances, and the outstanding fact that 99% of nursing applicants were extremely confident in their choice of career. Jim Bird, Lecturer and Senior Admissions Tutor within Health Sciences at University of Southampton, and Rebecca Jordan, Access to HE Lecturer at South and City College Birmingham, also highlighted in a panel discussion how Access to HE students bring valuable life experience that heightens their empathy and understanding in the health and social care sector. Former Access to HE students highlighted how the wide range of Diplomas free up adults to dream and choose different careers to pursue.

The Skills and Post-16 Education Act also looks to introduce more flexible delivery models, with modular delivery and funding. Ann Cotterill, Quality Enhancement Specialist at QAA Scotland, explored a subset of modular delivery: micro-credentials. While there is currently no unified definition of micro-credentials, Ann highlighted the common aspects: a small package of focused learning; stand-alone but able to combine with other micro-credentials; range of educational levels; varying in size; and certificated and/or awarded a digital badge. QAA will create a common framework through a Characteristics Statement on micro-credentials for the UK. The presentation raised questions about how micro-credentials could support Access to HE delivery, for example, with micro-credentials in wellbeing and resilience supporting student retention. Through the CAVA Promotions and Recruitment Working Group, CAVA is exploring creating an e-learning resource for students to support their transition onto their Diploma.

Another key aspect of the Skills and Post-16 Education Act is the aim to boost the quality of education and experience for students. To ensure the Access to HE Diploma remains sustainable, flexible, with robust quality assurance into the future, the QAA is undertaking a review of its AVA licensing agreement; the Access to HE Diploma specification; and the Diploma’s grade scheme between 2022 and 2024. A series of consultations on proposed changes will be run in the 2022-23 academic year; with the 2023-24 academic year designated as an ‘enabling’ year to allow providers and AVAs to prepare for full implementation in the 2024-25 academic year. Alongside this, case studies from University of Exeter and the Training, Education, and Consultancy Hub shared ways that quality and student experience could be enhanced through study skills. University of Exeter was working with Exeter College to part deliver, support, and provide enrichment activities around the Access to HE study skills unit, to enhance the student experience and further students’ academic skills which are so essential in supporting a smooth transition from FE to HE. The Training, Education, and Consultancy Hub are developing a new dedicated textbook to support Access to HE students with developing their study skills. The book is anticipated to be published in early 2024.

Finally, the Skills and Post-16 Education Act included academic integrity legislation, which has criminalised essay mills for all post-16 education including Access to HE Diplomas. It is important to note that the legislation criminalises essay mills providing services and marketing their services – however, it does not criminalise the students themselves in accessing the services (though that would be classed as academic misconduct at an educational provider). Students may need support to understand that essay mills are now criminal entities and that students would put themselves at risk when engaging with criminals. Essay mills have engaged in further criminal activities, such as blackmailing students after use; and using the essay service to collect personal data about students to enable identity theft. The QAA has created an Academic Integrity Charter for providers to take a proactive stance on academic integrity and create a common framework of positive principles. The Charter can provide a starting point for conversations with students, to help them understand the value of academic integrity and the dangers of academic misconduct.

The CAVA team would like to thank the QAA for an excellent conference.

This year’s QAA Access to HE Diploma annual conference was opened with a powerful keynote speech from Shakira Martin (Head of Student Experience at Rose Bruford College; College of the Future Commissioner; Founder at The Class of 2020 #DigiProm; former NUS president; and former mature student to list but a few of her accomplishments). She challenged conference delegates with the definition of ‘access’: “the means or opportunity to approach or enter a place.”* and questioned the choice inherent within the definition.

 

Shakira shared that most educational institutions focus on providing opportunities for students from underrepresented student populations, but without putting in place additional support, many students do not have the means to engage in those opportunities. Additional former student speakers throughout the conference built on this by sharing the barriers they faced as adult learners: the financial cost of study; the difficulties involved in securing reliable care for dependents; the logistical challenges of travelling to a place of study; the lack of experience with higher education within their support networks and communities; fear of failure and/or embarrassment; and the lack of understanding around key academic skills required for successful educational outcomes. 

 

What does this mean for Access to HE Diplomas?

The Access to HE Diploma is a life changing qualification that provides tens of thousands of students the opportunity to access higher education across the country. In 2020-21, 23,865 adults entered higher education after completing an Access to HE Diploma.** The Diploma is designed to give students the means to academically succeed, with study skills embedded throughout the course. At CAVA, all of our Access to HE Diplomas contain a dedicated HE study skills unit so students can develop academic writing, reading, presenting, referencing, and critical thinking skills. There is also some provision to reduce financial barriers to studying: adults can apply for the Advanced Learner Loan for the course fees, with a guaranteed loan “write off” once students complete a higher education course. 

 

Shakira’s redefinition of ‘access’ does highlight areas that could be strengthened so that our Access to HE students have both the opportunity and means to engage in education. We invite our providers to reflect on the following aspects of providing the means:

• Student bursaries: adults studying at Level Three can fall between the cracks of student support – providers often have excellent support in place for 16 to 19 years and for adult higher education students, however, Access to HE students do not fit either category. 
• Support services: one of the attendees at the QAA conference suggested that providers could consider setting up a college creche for the children of students. This could address the needs of both students who need support with childcare, and provide valuable work experience opportunities for students undertaking childcare studies. 
• Course delivery: the timing and location of provision can greatly impact students’ ability to engage in their courses. Working in collaboration with their students, many CAVA providers have adjusted their delivery hours to fit around school pick-up and drop-off times; evening and weekend delivery for those working full-time; and offering hybrid delivery to allow students to catch up on learning where they could not attend.  
• Catch up services: Shakira shared that a key reason for students dropping out is the fear and embarrassment of falling behind after an unplanned break in learning. In our annual survey, our students often praise the dedication and support of their Access to HE teams who go above and beyond to keep them on track with their studies even when life gets in the way. 

 

At CAVA, we look to share good practice among our providers through our Retention Handbook and case studies, which can be found in the CAVA Members’ Area. On an annual basis, we reinvest our surplus funds into special projects to support our members’ student outcomes. For example, in 2020-21, we created our COVID-19 College Support Grants to support our providers’ initiatives to relieve the impact of the pandemic on student retention and achievement. The grants helped fund 725 additional teaching/pastoral hours, 87 digital devices, 14 WiFi dongles, specialist software, wellbeing support, and additional resources for our Access to HE students. This year we are piloting our CAVA Community Pitch which integrates entrepreneurship skills, community action, and environment sustainability into our HE study skills units. We will continue to reflect as an AVA and a membership to explore how we can collectively improve both the opportunity and means for our Access to HE students.

 

*Definition provided by Google’s English dictionary, in collaboration with Oxford Languages.

**Data source: QAA Key Statistics 2020-21 https://www.accesstohe.ac.uk/regulating-access/statistics

On Friday 3 December we held our virtual CAVA conference, exploring the theme of ‘The Future of Access to HE’. The schedule was packed with keynote presentations from the QAA, EduFuturists, and Association of Colleges; alongside case study presentations from 6 CAVA Access to HE providers; a panel of former Access to HE students; and talks from our beloved CAVA Student Award winners. We were delighted to have 82 attendees from 39 FE colleges; HE institutions; and educational organisations. We would like to thank all of our fantastic speakers for their fascinating insights.

Our key takeaway from the conference is that the future of Access to HE Diplomas is bright.

In terms of the political and educational reform landscape, the Access to HE Diploma has been repeatedly recognised as a valuable qualification in widening participation and meeting local and national skills needs. The QAA is leading the charge to ensure the qualification remains relevant and a high quality option for adults through their ongoing review of the Diploma Specification and grade scheme.

From the EduFuturists, we received a glimpse into the future of learning. It is anticipated that in the next 10 years technological progress will match that of the past 100 years. It seems the future will involve more personalised and project-based learning, utilising digital assistance and extended reality to bring learning to life. There will be challenges and opportunities to move towards decentralisation.

From the Association of Colleges we heard about the increase in the number of students with mental ill health and the increasing complexity of students’ experiences. While it paints a concerning view for the future, it was inspiring to hear how colleges are already going above and beyond to support students with counselling and other in-house services. There are also a wide range of resources available which Association of Colleges, The Charlie Waller Trust, and other organisations have come together to help colleges with their thinking around supporting both students and staff.

The case study talks from our CAVA providers highlighted some excellent practice being implemented across the membership. Members are already engaging with digital tools to enhance their teaching, allowing learning to be more accessible for students who may struggle to attend in person. Virtual reality is being used to bring complex, abstract ideas to life, so that students can better engage. Alongside this technological engagement, it is clear from the case studies that non-digital resources, such as textbooks and libraries, still have an important role to play in building students’ knowledge and utilisation of reliable evidence. Personal support from teaching and pastoral tutors can make all the difference in keeping students engaged and achieving. What came across in all the talks was a willingness to be brave, experiment, learn from mistakes, and the importance of peer sharing and support.

Ultimately, the future is bright because we have fantastic students engaging in our courses. Both our student panelists and the CAVA Student Awards demonstrated the incredible dedication, perseverance, and commitment of our students. The passion of our academic teams shone through in each award winner, showing how putting the right support in place can enable and empower our students to achieve their aspirations.

Once again, the CAVA team would like to thank all of our speakers and all of our attendees for their engagement in the day. We hope to see you again in person in 2022!

CAVA Members can now access all of the conference recordings and resources in the Resources section of CAVA Members Area. Contact CAVA at website@cava.ac.uk if you have any problems accessing the CAVA Members Area.

Since 1967, International Literacy Day (ILD) celebrations have taken place annually around the world to remind the public of the importance of literacy as a matter of dignity and human rights. At CAVA we believe in the power of education and literacy to create a fairer and more sustainable society. The Access to HE Diploma helps people realise their potential. Literary skills are just one of the many skills which students will develop and grow through undergoing the an Access to HE Diploma.

To celebrate International Literacy Day, below you can find a short testimonial and video interview from previous Access to HE Diploma student Simone Chalkley who was recently awarded the prestigious Snoo Wilson Prize for Scriptwriting. The CAVA team have also shared some of their favourite books in the spirit of the day.

 

Simone Chalkley – Access to HE Diploma (Humanities) – Cambridge Regional College 2014-15

Returning to the classroom after difficult experiences as a youngster was nerve-racking, but it quickly became apparent that times have changed and that as an adult learner my opinions and ideas were valid and acceptable. During my Access to HE Diploma, I gained a firm foundation in my chosen field of Humanities – English Literature, Sociology, and History – as well as acquiring strong academic skills of researching, essay writing, presentations, and revision and exam techniques. And it all happened in a comfortable environment, with encouraging lecturers that had patience and were genuinely enthused about their subject matters. This positive educational experience gave me a newfound confidence in my abilities to continue to pursue an academic path. I have since attained a BA in English Literature with Creative Writing and learned and mastered the new skill of scriptwriting, even going on to win an undergraduate scriptwriting award. I had already taken a non-traditional route to professionally train and establish myself as a proofreader and editor but now I have further expertise in the field of fiction across a range of media and feel justified in adding ‘writer’ to my credentials. The Access to HE Diploma was the start of this whole process.

 

 

CAVA Book Recommendations:

 

 

Flóra Raffai

Prelude to Foundation by Isaac Asimov
Prelude to Foundation is my favourite book as it brings together adventure, hard science fiction, and sociology, in an attempt to improve the lives of millions in the galaxy. The story evolves into a whole series of seven books, which tie together with Asimov’s other Robot and Empire series. It inspired so much of subsequent science fiction and even technological advances in the real world.

 

Jacky Kelly

The Starless Sea by Erin Morgenstern
Picking your favourite book is a bit like picking your favourite child. From a final list of three (Handmaid’s Tale, I Capture the Castle, the Starless Sea), I have chosen ‘The Starless Sea’ by Erin Morgenstern. This is a fabulous read – five stars are not enough. The book pulls you into its pages. Books within books, stories within stories. A book for book lovers. You will want to savour every word.

 

Scarlett Blacker

The Picture of Dorian Gray by Oscar Wilde
My favourite book is The Picture of Dorian Gray: The Picture of Dorian Gray combines all the best bits of Oscar Wilde’s writing into one novel, every time I read it I find another thing to enjoy about it. Aswell as being one of my favourite books to read, it also brings back vivid memories of A Level English lessons and the joy of studying books.

 

Emily Ross

Great Expectations by Charles Dickens
Great Expectations by Charles Dickens holds a dear place in my heart. Although it is not necessarily the book I have most enjoyed over the years (although it is excellent), I love it because it was the book that made me realise that I was a reader!
I discovered the book aged 7yrs on my grandparents’ bookshelves and squirrelled it away to sit on their stair landing. Sitting under the little nose-height window on the stairs, I learnt from humble, hilarious Joe Gargery, oblivious Pip and uppity Estella that this was my thing, and a lifelong passion was born!

 

Sam Whitaker

Solaris by Stanislaw Lem
The book I have chosen is Solaris by Stanislaw Lem because I remember reading it after not reading many fiction books for a long time and it blew me away and reignited my love for fiction. There are plenty of spooky moments for those who like darker stories like me and there are moments of really fascinating hard science fiction. Overall the book incapsulates many of the themes which I love in stories whilst challenging the reader to think more critically about what it means to be sentient. Definitely worth a read for any budding humanities students!