The revised Access to HE Diploma specification

CAVA ConferenceNovember 2013

Julie Farmer Assistant Director (Access to HE) QAA

QAA was established in 1997

Purpose:to assure standards and

improve the quality of UK higher education

Offices in England, Scotland & Wales

Around 170 staff and a database of 600 reviewers

ABOUT QAA

QAA TODAY

Some of QAA’s main UK activities today:

Review and audit programmes for universities, further education colleges and alternative providers of higher education

Adviser to Privy Council on applications for degree-awarding powers and university title

Provider of Educational Oversight, on behalf of the Home Office and Department of

Business, Innovation & Skills

UK Quality Code for Higher Education

Access to HE

QAA & ACCESS TO HE

1997 – QAA given oversight of Access Recognition Scheme - the regulatory framework within which we license Access Validating Agencies

Developments since 1997: Access to HE Diploma (2006) revised 2013 Access to HE Grading Scheme (2009) Greater portability National recognition Common identity - the Access to HE logo Dedicated website Data collection - annual Access Key Statistics

and Joint Statistical Agencies report

The 2013 specification: clarity of aims and purpose

Aims:

• to ensure equity for students

• to improve consistency, clarity and transparency

• to underpin the assurance of standards

• to maintain some degree of local determination of details of content, delivery and assessment

2013 specification: key changes

45 credits from graded level 3 units concerned with academic subject

content

15 credits from level 2 or ungraded level 3

units

Units

3, 6 or 9 credits

amendment to regulation on referrals, GCSE-equivalents no

longer regulated

All Diplomas =

60 credits total

1. Diploma = 60 credits total

• Rules of combination identify the units (including mandatory and optional units) which define the required achievement for students = 60 credits

• Students registered and certificated for specified units to the value of 60 credits; this provides basis for a planned, coherent programme of study

• Unit registrations no later than 12 weeks from start of course – or before student applies to HE

2. Unit credit values: 3, 6 or 9 credits

•All Diplomas made up of units of 3, 6 or 9 credits

3. Academic subject content

a. unit content (as expressed in the learning outcomes) must relate to knowledge and skills of subjects identified in title of the Diploma

b. students supported/ assessed on unit by subject expert

c. includes knowledge and skills related to all Access to HE Diploma subjects – eg Multi-Media as well as History

d. not study skills, personal development, or generic English or mathematics units, but can include specialist (eg Maths for engineering) and technical (eg lab skills)

Academic subject content (2)

And also, for units that focus on research project or major final project:

e. units have learning outcomes relating to students' command of the knowledge domain and conventions of the subject (not just generic research skills)

f. student work must be original work for the unit only (not just ‘cross-referenced’ from work produced to demonstrate achievement of other units’ learning outcomes)

4. Level 2 or ungraded level 3

• decision about balance between L2 or ungraded L3 determined at validation according to progression needs

• units identified as L2 or L3 in Rules of Combination

• if graded in some Diplomas and ungraded in others, these must be separately validated units

• may also be concerned with academic subject content

5. Referrals

Current situation: • opportunities for second resubmission limited to the end

of the year

Two changes in response to these concerns:• referral allowed at any time of the year• more holistic approach to assessment allowed for

assessment of referred (second resubmission) work

• guidance on changes in the full specification

6. GCSE equivalents from 2014

From 2014-15 QAA will no longer regulate or endorse the claim of GCSE equivalence for groups of Access to HE units

Response to:- varying acceptance by HEIs (growing need for full GCSE and ‘Grade B’ equivalence)- lack of recognition by employers- changing perception of value of ‘equivalents’- policy and funding of GCSEs for adults- increasing numbers of students with GCSEs- impact on Diploma structures

Possibilities and alternatives

• up to 15 credits at level 2

• potential for AVAs and providers to maintain local arrangements with local HEIs or courses, where units as part of to accept units within their Diplomas as adequate to satisfy their GCSE requirement(s)

• funded GCSE achievement before or alongside Access to HE

and

• additional ‘space’ in Diploma for other units

Benefits for students

Equity: same achievement required for same qualification; structural consistency ensures equity of opportunity for students to achieve

Progression into the Diploma: students clear about the structure and demands of their intended Diploma

Fair access to HE: HE providers better able to publish clear, generic entry requirements, and students can compete on equal footing

Standards: consistency underpins confidence in the comparability of demand and student achievement on different Diplomas

The implementation timeline

First students entering HE with new specification: 2015-16

Full implementation: from 2014-15 All Diplomas compliant; students applying to HE

Development year for AVAs and providers: 2013-14Diplomas re-developed and revalidated, where necessary

New specification developed & published: 2012-13 Outline - June 2013 Full Specification: Sept 2013

Implementation support from QAA

• communications and PR strategy • ongoing dialogue with AVAs to address all aspects of

implementation • events for higher education and AHE providers• guides for

– students– tutors

• admissions ‘toolkit’ including updated guide to admissions

• new website for improved information and functionality

What stays the same?

• level and size of qualification: Level 3, 60 credits

• Grading Scheme

• credit and unit technical definitions etc

AND

• what it’s for: preparation for HE

• who it’s for: adults (19+) who left school with insufficient formal qualifications to progress to higher education

Remaining true to aim and purpose

..... Behind the statistics are women and men with

unrealised potential for self-development and valuable

contributions to the community. That development and

those contributions will depend largely on the quality of

equal opportunity that they are given through these

courses, as expressed through academic, professional,

tutorial and financial support.

A survey of Access courses to HE: analysis and prospects (CNAA briefing paper, 1990)

Access to HE: continuing to help students to change their lives

Thank you. J.farmer@qaa.ac.uk