Every year, adults across the UK begin transformative journeys, returning to education, building confidence, and stepping into new careers. For many, the Access to Higher Education (HE) Diploma is the route that makes this possible: a nationally recognised one-year qualification designed to help adults progress to university, no matter their background.

Yet thousands of potential learners - and even some educators -still don’t know this route exists.

That’s why the Cambridge Access Validating Agency (CAVA) has launched Pass the Mark, a new initiative designed to spread the word and spark new opportunities. At the centre of the campaign is a simple object with a powerful purpose: a bookmark.

Each bookmark features a QR code that links to clear, accessible information about Access to HE, how it works, and how to get started. People are encouraged to pass it on - to colleagues, students, friends, family members, or anyone who might benefit.

“Access to HE made me feel like I was not only capable, but that I was good,” said one former Medicine student. “It built my confidence and belief in myself.” Sometimes, all it takes is one conversation to open a door. Pass the Mark invites all of us to help make those conversations happen.

CAVA’s CEO Emily Ross said: “At CAVA, we believe every adult deserves the opportunity to transform their future through education. Pass the Mark is part of our commitment to championing lifelong learning, and a powerful reminder that one small conversation can spark a life-changing journey”.

The campaign is already rolling out across the country, with digital and physical bookmarks shared in our member colleges, staff rooms, libraries, and communities. A downloadable toolkit and more information about the campaign can be found here. 

Because every educational journey starts with a mark. And every adult deserves the chance to make theirs.

July 2025

We’re delighted to launch the CAVA Awards 2025, our annual celebration of the dedication, ambition, and achievements of Access to HE students and tutors.

Recognising Student Excellence

This year, tutors are invited to nominate students in the following two categories:

• Outstanding Academic Achievement

• Outstanding Commitment to Study

These awards recognise students who have gone above and beyond-whether through academic excellence, determination, or personal growth during their Access to HE Diploma journey. Students are eligible for nomination if they are enrolled on an Access to HE course at the time of submission.

Nominations must be submitted via the online nomination form by Monday 6 October 2025. To support tutors, we’ve also created a guidance document with helpful tips for completing the form. 

Please note: You’ll need to obtain the student’s permission before submitting any personal details to CAVA, and students must also complete a separate consent form confirming they’re happy to be contacted directly about the awards and any related publicity.

All winners and runners-up will be recognised at the CAVA Conference in December 2025, and our category winners will also be nominated by CAVA for the national Keith Fletcher Memorial Prize, held in partnership with Access Validating Agencies (AVAs) across England and Wales.

New for 2025: The CAVA Inspirational Tutor Award

We’re thrilled to introduce a brand-new award this year: the CAVA Inspirational Tutor Award.

This category invites Access to HE students to nominate a tutor who has made a lasting impact-whether through excellent teaching, unwavering support, or helping students build confidence and reach their potential.

Nominations for this award can be submitted by students using a short nomination form, with a guidance document available to help them write their submission. 

This award is open to any student currently enrolled on an Access to HE or Pre-Access course. While it is not part of the national Keith Fletcher scheme, the winning tutor will be recognised with equal celebration at the December conference.

Student nominations must also be submitted by Monday 6 October 2025. 

If you would like to make a nomination for any of the awards, get in touch to request the documents. 

If you have any questions or need further information, please let us know. We can’t wait to hear your stories and celebrate the brilliant achievements across our Access to HE community.

June 2025

I joined CAVA in October 2024, after spending nearly twenty years working in a variety of more traditional and post-1992 public higher education institutions in England, as well as a private college. All of my working life until now has been spent in higher education. I have often worked alongside colleagues in further education institutions, mainly through longstanding partnerships, so I have long been aware of the sector, its positives and the challenges it faces. I also have experience of providing quality assurance advice, guidance and regulatory support to colleagues and students involved in Level 3 provision in universities. This last point in particular makes the move into Access to HE an interesting challenge. 

I was attracted to the role at CAVA as I feel very much aligned to CAVA's values, aims and mission. The themes of continuous improvement, integrity, transparency, inclusivity and acting as critical friends to colleagues in the sector all cut across the work I have done to date in education as a quality assurance professional. I am delighted to be a part of the team. The CAVA team has been so welcoming and supportive and it is clear to see why they are so well-regarded and have such an impressive reputation.

I have had a very full and very enjoyable couple of months understanding the range and scope of my new role - overseeing CAVA's suite of quality assurance policies and procedures and working closely with our recently appointed CEO, Emily Ross, on all regulatory matters. CAVA runs a range of events throughout the year, such as briefings and workshops for our External Moderators, standardisation and promoting Pre-Access and part of my role will be to oversee these.I am leading a new initiative - Student Advisory Forums - to bring the student voice closer to CAVA's work. I will also be reviewing some key aspects of CAVA policy and will be reaching out to colleagues for comments and feedback as I proceed. 

For me, the reason why Access to HE Diplomas matter and are an important part of the education landscape became clear when I attended and helped support the recent CAVA Annual Conference. Hearing from a range of providers and guest speakers was both interesting and enjoyable, but most importantly of all, hearing first hand from the students being celebrated in our CAVA Awards was inspiring. The opportunities Access provides was clear to see and something I am delighted to be a part of. I can't wait to see where my new role takes me and I am keen to play my part in further enhancing CAVA's excellent reputation in the sector.

I have been inspired by the range and scope of provision CAVA oversees and I am enthusiastic about future developments and areas for growth. I am also learning about the potential of Pre-Access qualifications at Level 2 as a gateway into education and further education for a range of students from different backgrounds. I am looking forward to working with the team to see what we can do to help this aspect of our work grow.

I am also keen to hear from you as I settle into my new role. If you have any questions for me about my role or would like an informal conversation about any aspect of quality assurance or CAVA's work, please do contact me on g.naylor@cava.ac.uk.

CAVA staff were pleased to be part of an international audience of over 900 people who attended the QAA online Conference ‘High Quality Life-long Learning for All’ in September 2024. The event featured a diverse lineup of speakers, including university faculty, media representatives and a fireside chat with Professor Dame Alison Wolf, Baroness Wolf of Dulwich, a key figure in the implementation of the 2023 Lifelong Learning Act. The conference focused on the impact of the Lifelong Learning Entitlement which comes into effect from September 2025.

The QAA Conference highlighted the transformative potential of the Lifelong Learning Entitlement (LLE) in reshaping the landscape of education and training in the UK. As the LLE approaches implementation, it's important for FE and HE providers to understand its implications and prepare accordingly. The LLE presents an opportunity to rethink traditional educational approaches. Instead of focusing solely on pre-career learning, institutions should adopt a more holistic approach that supports lifelong development.

At the heart of the LLE lies the recognition that lifelong learning is not just a desirable aspiration but a necessity in today's rapidly evolving world. The LLE offers individuals a flexible loan to invest in their education and skills development throughout their working lives. This presents a significant opportunity to address skills gaps, boost economic growth, and enhance social mobility.

However, the success of the LLE will hinge on several key factors. 

Firstly, it's essential to raise awareness of the LLE among learners and employers. Many individuals may be unaware of the benefits and opportunities it presents. 

Secondly, FE and HE providers must adapt their offerings to meet the diverse needs of lifelong learners, including mature students who prioritise mental health support, financial assistance, and flexible learning options.

Thirdly, the credit transfer system must be streamlined to facilitate seamless progression between different courses and institutions. This will be crucial in ensuring that learners can make the most of their LLE. 

Fourthly, the integration of technology, such as AI, can enhance the learning experience and provide personalised support to learners. 

Finally, collaboration between FE and HE providers, employers, and government agencies is vital to ensure the LLE's effective implementation and ongoing success.

As the LLE approaches implementation, FE and HE providers must be proactive in preparing for this new era of lifelong learning. By understanding the opportunities and challenges, and taking steps to adapt their offerings and strategies, they can play a pivotal role in shaping a future where everyone has the chance to learn, grow, and succeed.

Our Communication and Events Officer, Georgia Green, recently caught up with Zoë Chapman, author of the upcoming Access to HE Student Handbook, set to release in October. Zoë’s dedication to Access to Higher Education (HE) is clear through following her fascinating career journey.

Zoë’s journey began as an Access to HE Diploma student in Medical Science, which led to a Biochemistry degree at the University of Liverpool. After a tutor suggested she’d make a great teacher, she returned to her college to teach Access to HE Diploma students. Her passion for the field only grew, eventually leading her to run her own Access to HE provision and now write the first-ever handbook for Access to HE students. “If you cut me open, I’d bleed Access!” she joked.

The Access to HE Student Handbook is part journal, part textbook, offering comprehensive support to Access learners. It covers everything from assessment strategies and academic skills to preparing for university, with a focus on addressing the unique needs of adult learners—something Zoë felt was missing in other resources.

The idea for the book came from Zoë’s experience as a lecturer, often answering the same student questions—about distinctions, ungraded units, or how to structure academic work. She realised there was no single resource to guide students through the entire process, so she decided to write it herself. With support from Sage Publications and valuable input from multiple AVAs, including CAVA, the book took shape.

While the book isn’t an official QAA publication, Zoë received strong support from them. Rob Stroud from the QAA even wrote the foreword, and Zoë was thrilled to be granted permission to use the Access to HE logo on the cover, lending the book extra credibility.

Writing wasn’t without its challenges. Midway through the project, the grading system for Access to HE changed, requiring Zoë to rewrite large sections. Though it was a challenge, she found it rewarding as it deepened her understanding of the new standards.

The hardest part? “Just getting started!” she admits. With 80,000 words ahead of her, it felt like a mountain to climb. But once she found her rhythm, writing became a natural extension of her teaching. She also had to overcome some imposter syndrome about her more informal tone, but feedback from her publisher reassured her that her accessible style was exactly what the book needed.

What’s next for Zoë? She’ll continue to take on more Access-related consultancy in the future and she’s excited to see what opportunities come her way.

The Access to Higher Education Student Handbook is available for pre-order now on the Sage website. For those working in Access to HE, you can request a free inspection copy. Use code CHAPMAN30 for 30% off your order. The book will also be available through major retailers like Amazon and Waterstones, with a tentative release date of late October. Pre-orders are live, so be sure to check it out.

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 rate                         New rate from 2024-25                    Difference

Access to HE Diploma (Business)                             £3022 £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                                             £3,022 £4,320 +£1,298
(Criminal Justice and Policing Studies)

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                                              £3,022 £3,600 +£578
(Humanities and Social Science)

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.

As the new academic year begins, here is a reminder  of the recent changes to the QAA grading scheme that are now in effect. These changes have been implemented to enhance the structure of qualifications and the assessment process, impacting how students' work is graded and how their study programmes are organised.

Changes to the Grading Scheme

1. Simplification of Grading Descriptors

• From Seven to Three: The seven grade descriptors previously used have been replaced with three grading standards: Knowledge and Understanding, Subject Specific Skills and Transferable Skills.

• These three new grading standards must be applied to all units and assessments, simplifying the grading process and making it clearer for both students and educators to understand the criteria for each grade.

2. Unit-Level Grading

• Grading on Completion: The new grading standards are applied at unit level only after all unit learning outcomes for a unit have been completed. This ensures that grades reflect a student’s performance across the entirety of the unit, emphasising comprehensive learning and mastery of the material.

3. Referral opportunities

• Grading of referrals: If a student does not meet all of the learning outcomes on their first submission, they can be offered a resubmission. If they still don’t meet all of the learning outcomes they may be eligible for a referral opportunity. Previously, referrals  have been capped at a pass, but they can now be graded in the same way as first and second submissions. Students can have referrals for up to 15 credits, including graded and non-graded assignments. This is only applicable to students who meet the deadline, or have formally recognised  extenuating circumstances. If work is handed in late without a previous agreement, they will be capped at a pass.

Additional Resources

1. Roadmap to implementing the changes, which you can find here.

2. During the 2023-24 academic year, we discussed the changes in multiple events. Please see the recordings below.

• • Standardisation

  • Quality Assurance Workshop

3. The Access to HE Grading Scheme Section B: The Grading Standards 

Are you ready to start your Access to HE Diploma this September? Starting something new can be both thrilling and nerve-wracking. To help ease the transition, here’s a simple guide to get you started.

• Organise Like a Pro

Being organised helps you manage your work and stay on track. Set up a study area that is free from distractions, and make sure you have all the materials you need. If you're unsure, contact your college for advice. Use digital tools like calendar apps to keep track of deadlines. A whiteboard can also help you plan your week and keep important dates visible.

• Take Charge of Your Learning

Get involved in your learning by asking questions and seeking help. Your tutors and lecturers are there to support your success. Form study groups with classmates to tackle challenging problems together. Dedicate regular time each week to review what you’ve learned and celebrate your progress.

• Build a Support Network

Having a support system can make your educational journey smoother. Connect with your classmates to share ideas and experiences. Learn about the support services your college offers so you know where to turn for help. Regularly talk with friends or family who can provide encouragement and motivation.

• Master Time Management

Good time management is important in this one-year course. Prioritise tasks to avoid last-minute stress. Create outlines for essays to organise your thoughts. Start assignments early to allow time for feedback and revisions. Aim to finish tasks before deadlines to keep your workload manageable.

• Stay Focused on Your Goals

Think about why you chose the Access to HE Diploma. Keep your goals in mind to stay motivated throughout the year. Before each module, research the topics to better understand the content. This preparation makes it easier to engage with new material and see its importance.

This journey is a chance for transformation and growth. The CAVA team supports you every step of the way. Embrace challenges, stay focused, and make the most of your #OneLifeChangingYear.

To support our aim in offering a full package of support for our Access to HE providers, CAVA is pleased to share that we are creating a Resource Library in 2024-25. The library aims to support the creation of content for Access to HE Diplomas, and the use of resources for online delivery.

The library will house resources used by our providers to support teaching and learning. Resources include but are not limited to:

• formative assessments (handouts, workbooks, quizzes, interactive activities)

• lecture notes/presentations; instructional materials

• signposts to textbooks and reference materials

• signposts to journal articles; podcasts; videos

• signposts to workshops; online courses

• case studies

• surveys and feedback forms

• enrichment activity ideas

• interaction / engagement activities.

From May 2024, providers will be encouraged to share their delivery and assessment resources.

We aim to populate the Library by the end of the Summer term and launch the Library for use at the beginning of the 2024-25 academic year. We hope it will become a useful resource for those involved in programme delivery and design.

We will share more information about the Teaching and Learning Resource Library at our upcoming events and in future newsletters. In the meantime, if you would like to share your resources, or if you have any questions about this new resource, please get in touch.

The Cambridge Assessment Network conference delved into the dynamic landscape of digital assessment, exploring its opportunities and challenges while prompting attendees to envision its future trajectory. Sarah Hughes, Research and Thought Leadership Lead at Cambridge University Press & Assessment, alongside Imogen Casebourne, Innovation Research Lead at DEFI Innovation Lab, University of Cambridge, shared their research, forecasting potential directions for assessment. They outlined four key drivers propelling change: climate change, AI-driven personalised learning, immersive assessment experiences, and the promotion of human flourishing and well-being.

The implications for assessment professionals are profound, necessitating the fusion of learning and assessment with digital technologies while upholding the integrity and quality of future assessments. By projecting forward from the envisioned landscape of 2050 to the present day, participants were encouraged to identify actionable steps to steer assessment towards a positive future.

Artificial Intelligence (AI) is revolutionising assessment methodologies, from personalised feedback mechanisms to innovative automated grading systems. In her keynote address, Morgan Dee, Director of AI & Data Science at EDUCATE Ventures Research, dissected the practical implications and ethical considerations surrounding AI's integration into assessment practices, both presently and in the future.

Exploration of AI's role in assessment design and delivery shed light on its impact on assessment's objectives, as well as its implications for understanding and managing plagiarism. Insights were shared on leveraging Large Language Models for item development, particularly in crafting questions for multiple-choice examinations. The indispensable role of human expertise was highlighted in refining AI outputs to ensure the validity and effectiveness of assessments.

The conference also delved into themes of equality, equity, and diversity, challenging participants to consider whether the evolving landscape of assessment is truly fair and just. The future prioritisation of skills were discussed, with practical strategies for fostering graduate development being presented. Proposals such as ePortfolios and diverse assessment formats were put forth as means to bolster a holistic co-curricular approach to assessment.

The conference provided an excellent opportunity to stay up to date on assessment trends, explore practical solutions, and network with other members of the assessment community.

Reflections by Emily Ross and Barbara Hughes.

The CAVA Board is pleased to announce that Emily Ross has been appointed as the next CEO of CAVA, following an extensive recruitment process.

Emily has been an integral part of CAVA’s journey over the past 16 years, since she joined the team as an Administrative Officer in June 2008. She moved through the ranks in the organisation, progressing to Office Manager, then Quality Manager, and more recently as Deputy CEO. Her focus on continuous improvement and high-quality service for members has continually pushed the organisation to grow and develop over the years. Emily holds a Postgraduate Certificate in Education Studies from the University of Cambridge and a Masters in English from Anglia Ruskin University.

CAVA’s Chair, Gavin Tash, shared: “The CAVA Board and I are delighted to appoint Emily. Following a rigorous recruitment process, we felt Emily has the right blend of experience and knowledge of CAVA, as well as an innovative approach to take CAVA forward. Emily has been a huge asset to CAVA for many years in a number of roles and we are sure she will continue to excel in the CEO position.”

CAVA’s outgoing CEO, Flóra Raffai, said: “Over the past five years, I have consistently been impressed by Emily’s deep expertise in Access to HE, her passion for our members and students, and her strategic acumen. It is with great pleasure that I pass the leadership reins to her, confident that CAVA will thrive under her capable guidance.”

CAVA’s incoming CEO, Emily Ross, shared: “I am thrilled and deeply honoured to be appointed as the next CEO at CAVA. I want to express my sincere appreciation to Flóra for her dedicated service and leadership. Alongside our exceptional team and committed membership community, I am excited to lead CAVA into its next chapter of growth and impact. We remain committed to our mission to enable adults to achieve their aspirations through education and to adapt to the challenges of a rapidly changing education sector.”

Emily will officially start in post as CEO on 1 August 2024. Our outgoing CEO, Flóra Raffai, will remain at CAVA until 31 July 2024, with a planned handover over the coming two months.

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

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.

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.

The QAA has introduced a subject descriptor for Access to HE Diplomas in Nursing and Health Professions. The descriptor provides guidance and reference for the design, delivery, validation and review of programmes designed for progression to higher level study in these areas.

QAA Access to Higher Education Diploma Subject Descriptor for Nursing and Health Professions.

The descriptor is being piloted for provision from 1 August 2024, and will fully apply from 1 August 2025. CAVA is taking part in the pilot, and will be revalidating our Access to HE Diplomas (Health Professions) and (Health and Social Care) on 14 March 2024 for compliance with the descriptor in the 2024-25 academic year. Our Access to HE Diploma (Science) will also be developed for compliance through revalidation in 2024-25.

Summary of descriptor content

Minimum mandatory content and credit requirements:

• Biology: 15 credits covering cell structure, function; transport; homeostasis; and human anatomy

• Numeracy in Health Context: 3 credits for number rules; decimals, fractions, percentages; calculator use, and problem solving.

• Professional Behaviours: 3 credits for health professional characteristics, effective communication, teamworking; risk management, problem-solving, and reflection.

Maximum content and credit recommendations:

• Psychology: 15 credits covering perspectives; abnormal; cognitive; developmental.

• Context of Health: 6 credits covering: the role of the health professional; professional standards and regulation; definitions of professional practice; public health; government role in policy; demography; epidemiology

• Sociology: 6 credits covering: perspectives; social definitions of health and illness, especially mental illness

• The descriptor also includes recommendations for assessment methods and for opportunities for students to develop academic skills. All CAVA Access to HE Diplomas already include a centrally designed unit, or set of units, in academic HE Study Skills.

CAVA’s approach

CAVA aims to support the development, quality assurance, validation and award of high quality Access to HE Diplomas. CAVA will take part in the QAA pilot to introduce the subject descriptor in 2024-25, to remain at the forefront of qualification developments and to support parity of student experience across the country. We also think it is important to contribute to any subsequent development of the descriptor and its future implementation.

We are committed to ensuring that the design of our Diplomas is, and continues to be, appropriate to the purpose of providing good quality progression opportunities for our adult students. As some of our providers use the Access to HE Diploma (Health and Social Care) for progression to higher education study in health professions and nursing fields, we will develop it alongside our Access to HE Diploma (Health Professions) during 2023-24. We also aim to develop our Access to HE Diploma (Science) for compliance through revalidation in 2024-25.

Our guiding principle as we develop our Access to HE Diplomas is to protect flexibility and innovation in course design. We aim to continue meeting the needs of providers and their local and regional contexts while providing the essential content of the descriptor.

Through revalidation we will introduce the QAA-designed units for Numeracy in Health context and Professional Behaviours. We will also introduce Biology units designed by CAVA in collaboration with subject matter experts. The Biology units provide a grounding in the key principles of the subject, informed by the existing content and assessment practices used by our providers. The content of units is presented as generically as possible, to support flexibilities in delivery and assessment through individualised assignment brief design.

The QAA-designed units and CAVA-designed units in Biology will be mandatory for all students registered to our Access to HE Diploma (Health Professions). They will also be mandatory for all students studying on a Access to HE Diploma (Health and Social Care) programme designed for progression to higher education study in health professions or a nursing field.

We will also consider existing psychology, sociology and health content and current assessment methods in reference to the recommendations of the descriptor, to confirm that programmes continue to be appropriate as preparations for the key intended progression routes.

Our revalidated Access to HE Diplomas (Health and Professions) and (Health and Social Care) will be identified as compliant with the subject descriptor on the QAA’s course database and visually signalled on QAA’s website. CAVA will promote the Diplomas as compliant with the descriptor via our promotional and marketing materials.

We look forward to working closely with our course teams during 2023-24 to develop our Access to HE Diplomas in (Health Professions) and (Health and Social Care) to not only comply with the requirements of the national subject descriptor, but also continue to provide high quality learning opportunities for our mature students to progress into higher education.

Lifelong learning week was Monday 6 November - Friday 10 November, and here at CAVA we wanted to highlight the learning each CAVA staff member does.

We shared each individual post on LinkedIn throughout the week. Below is a copy of all of our learning experiences.

Flóra Raffai - Crocheting 

Emily Ross - Playing in a brass band

Jacky Kelly - Birdwatching and Photography

Barbara Hughes - Rowing

Emma Watts - Learning Italian

Nork Zakarian - Playing guitar

Georgia Green - A mixture of life skills!

The QAA has made changes to the Access to HE Diploma qualification which will be implemented from 1 August 2024.

The key changes are:

Diploma Specification changes

• Each student must study at least one 6 or 9 credit unit (ungraded or graded unit)

• Each student can study a maximum of 30 credits made up of 6 or 9 credit units (including graded and ungraded units)

• Introduction of a national subject descriptor for Nursing and Health Professions, piloted from 1 August 2024, and rolled out from 1 August 2025.

Grading Scheme changes

• Replacement of 7 grade descriptors with 3 grading standards, applied to all units and all assessments

• Grading standards will be applied at unit level upon completion of all unit learning outcomes.

CAVA’s Approach

The requirements of the revised Specification and Grading Scheme will mean that CAVA and our providers will need to review and, where necessary, make changes to the design of Access to HE Diploma course structures, units and assessments.

When reviewing any type of educational programme, it is important to keep in mind, and protect, the intended purposes of the overall assessment. We are committed to ensuring that the design of each Diploma is, and continues to be, appropriate to the purpose of providing good quality progression opportunities for our adult students.

Through providing individualised support for our providers, we will ensure that we develop assessments for compliance in a way that preserves the existing validated overall learning opportunities available to students, and the key knowledge and skills identified as essential to prepare students for HE study.

To support this aim, CAVA has designed a comprehensive guide which will support our providers to understand the impact of the changes on their courses, and to identify the most efficient and effective developments where these are necessary.

In all areas of our quality assurance activities, we avoid the ‘one size fits all’ approach, which can result in disproportionate and burdensome requirements for minor changes for development. We also encourage providers to consider the smallest appropriate changes to their programmes first, to minimise the burden of assessment review, and to introduce the least potential consequences for the overall design and purpose of the Diploma. Included in the guide are four different ways in which we will quality assure course developments, to ensure activity is appropriate for the scale of changes required.

The CAVA guide also clearly summarises the key elements of the Grading Scheme and provides guidance on how best to plan efficient and valid assessment, provide effective marking and feedback to students, as well as good quality and straightforward internal quality assurance of assessment decisions.

In creating this guide, CAVA has built on the requirements, guidance and recommendations included within the QAA Access to Higher Education Diploma Specification; QAA Grade Scheme Handbook Section A, Section B, Section C, Section D, and Section E.

We hope the guide gives clear and comprehensive guidance for providers as they complete their reviews of their programmes and assessments. Throughout the 2023-24 academic year, we will be working closely with our course teams to guide and facilitate the creation of programmes which not only comply with the national requirements, but also continue to provide high quality learning opportunities for our mature students to progress into higher education.