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This tool is a way to interactively explore some of the data published in the 2016 UCAS End of Cycle Report.

Access to unique data combinations to understand your market and competition.

Big data. Big insight. Big results.

Solving strategic challenges: How the University of Sheffield uses EXACT.

Meet the key influencers to the current FE students, bringing your brand values to life.

How to find the teacher training programme that's right for you.

This good practice briefing is written for staff working in universities and colleges and supports the introduction of the new flag to identify estranged students in the UCAS application for 2023 entry. We have worked with Stand Alone to outline the common challenges for these students, share examples of good practice being done around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges, supporting the introduction of the new UCAS flag to identify applicants who are refugees, asylum seekers, and those with limited leave to remain in the UK. We have worked with STAR Network, Refugee Education UK and We Belong to outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify students from UK Armed Forces families, from 2023 entry. We have worked with the Service Children’s Progression (SCiP) Alliance and the Ministry of Defence to outline the common challenges for these students, share good practice around the UK, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify applicants who have been in receipt of free school meals (FSM). Here, we outline the common challenges for these students, share examples of good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges to support the introduction of the new UCAS flag to identify students with parenting responsibilities from 2023 entry. Here, we outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This good practice briefing is written for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify students with caring responsibilities from 2023 entry. We have worked with the Carers Trust to outline the common challenges for these students, share examples of good practice being done around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

Dr Anthony Manning, Director and Dean of Global Lifelong Learning, University of Kent.

Tom Ravenscroft, Chief Executive Officer, Skills Builder

Is a distance learning degree viewed the same way as a degree studied on campus? Do employers recognise them? Find the answers to these common questions and learn about the different skills you can get from distance learning.

Ben Jordan, Head of Policy, UCAS

Higher and degree apprenticeships aren’t just an increasingly popular form of education. We know they’re already playing an essential role in workforce planning.

Firefighting isn't just about putting out flames. Here’s what’s really involved and what it takes to become one.