Tomorrow, we’ll be publishing a report showing that the qualifications landscape is more diverse than ever before, and suggesting that more support will be needed for the growing numbers of learners with non-traditional qualifications.
Less than two-thirds (63%) of UK 18 year olds applied to higher education last year studying the traditional set of three A levels, and in England, A levels themselves are changing. While the A level remains the most successful route into the most competitive academic courses, over a quarter (26%) of English students accepted to higher education in 2015 held at least one BTEC in their set of qualifications.
UCAS’ progression pathways project gives a comprehensive picture of the skills and knowledge offered by different qualifications and examines the extent to which they can prepare students for higher education. It also looks at how schools, universities, and colleges can help young people choose between an academic, vocational, or mixed portfolio of qualifications.
The report is being shared with you under strict embargo today, ahead of publication tomorrow (Thursday 28 January).
In England, the introduction of Tech levels, and reforms like the ‘de-coupling’ of the AS from the A level, means students are applying to HE with an ever greater diversity of qualifications. In Scotland, around 25-30% of learners are now studying for HNC/HND qualifications, which come with a guarantee that students can go on to a full degree, if they wish.
With this in mind, we’ve developed a range of information and advice (including videos from education sector experts) for students, parents, schools, and universities, to help identify appropriate progression pathways.
The report recommendations for schools and universities include:
- Developing a complete understanding of the difference between the various qualification pathways and the implications for HE progression.
- Setting clearer higher education entry requirements to secure the right match between student and course.
- While some universities have transition programmes in place, more will be needed as the number of students with less traditional qualifications or from less traditional routes increases.
- Building partnerships between higher education and key feeder schools and colleges to develop a shared understanding of the qualification pathways.