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SCUDD Margaret Farragher Head of Policy and Qualifications.

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Presentation on theme: "SCUDD Margaret Farragher Head of Policy and Qualifications."— Presentation transcript:

1 SCUDD Margaret Farragher Head of Policy and Qualifications

2 The UCAS perspective 2016 End of Cycle data Early insight into 2017
Qualifications reform Widening Participation

3 522,000 2016 undergraduate demand Scotland and Wales 33%
48% Northern Ireland 37% England 522,000 Acceptances:

4 Entry rate by qualification

5 Entry rate by ethnic group

6 Entry rates by sex and areas

7 Applicants to W3/4/5: Applicants to W3: Music, W4: Drama, W5: Dance (2016 End of Cycle)

8 Applicants to W3/4/5: Applicants to W3: Music, W4: Drama, W5: Dance End of cycle percentage difference from 2015

9 Applicants to W3/4/5: EU & international
EU and international domiciled applicants to W3: Music, W4: Drama, W5: Dance 2016 End of Cycle

10 Applicants to W3/4/5: EU & international
EU and International domiciled applicants to W3: Music, W4: Drama, W5: Dance End of Cycle percentage difference from 2015

11 Applicants to W3 by sex UK domiciled applicants to W3: Music by sex: 2016 End of Cycle

12 Applicants to W4 by sex UK domiciled Applicants to W4 Drama by sex: 2016 End of Cycle

13 Applicants to W5 by sex UK domiciled applicants to W5 Dance by sex: 2016 End of Cycle

14 Applicants to W3 by POLAR3
18 year old UK domiciled applicants to W3: Music by POLAR3 quintile: 2016 End of Cycle

15 Applicants to W4 by POLAR3
18 year old UK domiciled applicants to W4: Drama by POLAR3 quintile: 2016 End of Cycle

16 Applicants to W5 by POLAR3
18 year old UK domiciled applicants to W5: Dance by POLAR3 quintile: 2016 End of Cycle

17 Acceptances for W3/4/5 UK domiciled Accepted Applicants to W3: Music, W4: Drama, W5: Dance 2016 End of Cycle

18 Acceptances for W3/4/5 UK domiciled Accepted Applicants to W3: Music, W4: Drama, W5: Dance End of cycle percentage difference from 2015

19 Acceptances for W3 by sex
UK domiciled Accepted Applicants to W3: Music by sex: 2016 End of Cycle

20 Acceptances for W4 by sex
UK domiciled Accepted Applicants to W4: Drama by sex: 2016 End of Cycle

21 Acceptances for W5 by sex
UK domiciled Accepted Applicants to W5: Dance by sex: 2016 End of Cycle

22 Acceptances for W3 by POLAR3
18 year old UK domiciled Accepted Applicants to W3: Music by POLAR3 quintile: 2016 End of Cycle

23 Acceptances for W4 by POLAR3
18 year old UK domiciled Accepted Applicants to W4: Drama by POLAR3 quintile: 2016 End of Cycle

24 Acceptances for W5 by POLAR3
18 year old UK domiciled Accepted Applicants to W5: Dance by POLAR3 quintile: 2016 End of Cycle

25 2017 – January deadline EU applicants down 9% (-620 people) to 6,240, ending a trend of annual increases over recent years.

26 2017 Applicants to W3/4/5 UK domiciled Applicants W3: Music, W4: Drama, W5: Dance - January 15th deadline 2017

27 Applicants to W3/4/5:UK UK domiciled Applicants to W3: Music, W4: Drama, W5: Dance - January 15th deadline percentage difference from 2016

28 Applicants to W3/4/5: EU & international
EU and International domiciled Applicants to W3: Music, W4: Drama, W5: Dance - January 15th deadline 2017

29 Qualifications reform
Reformed A levels across the UK Reformed GCSEs (9-1) Reformed VQs

30

31 UCAS qualification provision school survey
Broader than previous AS and A level surveys – now includes GCSE and vocational qualifications. Will be an annual survey to help inform schools, colleges and universities about future patterns of provision 2018 version will be encapsulate UK wide provision Embedded within our wider Qualification Information Service

32 Have you changed your AS provision since the 2015/16 academic year?

33 From the 2016/17 academic year, we are:
n = 226

34 GCSE Reform 9-1 A- G Wales 9-1 and A- C*- G

35 HEP GCSE requirements

36 Vocational qualification reform
Started with the Wolf review now driven by school performance measures Specific qualifications criteria: Applied General and Tech Level More focus quality and rigour

37 VQ reform update Started with Wolf review.
Applied General and Tech level reform: Qualifications significant different – synoptic assessment, external assessment and larger core; Pearson warning of changes to grade distribution. Continued push on apprenticeships at all levels. Sainsbury review, Post-16 Skills Plan and Industrial Strategy.

38 The Panel’s view of how the academic and technical options fit together
* Where a student does both, the traineeship will follow the transition year. Students doing both the transition year and a traineeship may progress directly to employment. ** Some students will move directly from A levels and/or applied general qualifications to degree and higher apprenticeships.

39 Schools - sufficient information?

40 Qualifications info – next steps
Creating a continuous service to ensure schools, colleges and universities aware of changing provision. Lessons learned roundtable at the end of the cycle to assess how the 2017 entry cycle went. Outcomes of this exercise will inform future approaches to sharing of information related to qualifications and qualification reform.

41 Widening Participation
Earlier this year (2015), the Prime Minister stated a commitment to doubling the university entry rate for learners from disadvantaged backgrounds by 2020 compared with 2009 levels. The government also wishes to see a 20% increase in the number of BME students going to university by 2020. “We have made strong progress to open up access to higher education but I’m still concerned about low participation rates for disadvantaged white boys and we must do more to raise outcomes for those from black and minority ethnic communities.” Universities Minister Jo Johnson MP

42 Who are WP learners? WP focuses on learners who are disadvantaged and/or under represented in HE: Both men and women in relation to specific subjects Carers Learners from low income households Learners with chronic illnesses Learners from certain ethnic groups Older learners Learners with disabilities Care leavers Refugees

43 Widening participation slows
+1.4% Entry rates for non-FSM pupils increased five times faster than FSM pupils in 2016. +0.3%

44 Entry rate by background
In 2006, this entry rate ratio was 6.0, meaning the most advantaged 18 year olds. The ratio decreased in each of the subsequent eight years to reach 3.8 in 2014, meaning that entry rates between the most advantaged and disadvantaged areas became more equal on this measure. The ratio remained at 3.8 in 2015 (the first time it had not fallen since 2006) and again in 2016.

45 Sex divide grows 37,000 fewer 18 year old men entered higher education in 2016 than would be the case if men had the same entry rate as women.

46 Supporting Contextual Admissions
Admissions and WP Admissions Impartial I&A Data and analysis Supporting Contextual Admissions

47 How UCAS can support you

48 Thank you

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