Making choices about higher learning – what you need to know

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Making choices about higher learning – what you need to know Higher learning at work series www.higherlearningatwork.org

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to know if you are interested in studying at a higher level. It is a short and easy guide to Higher Education (HE). For more information, visit www.higherlearningatwork.org

What is higher education (HE)?

HE is the term used for any study that leads to qualifications at Level 4 or above, such as first degrees, Foundation degrees, Higher National Diplomas, NVQs Level 4 and 5, postgraduate programmes and professional qualifications. While this type of learning often takes place in universities and colleges as well as in specialist institutions for subjects such as art, music or agriculture, increasingly learners are taking up the opportunity to study at work.

HE is not just about full-time degree courses. There are thousands of different courses, qualifications and subjects on offer and learners can study full-time, part-time or by distance learning. This flexibility means that learners can fit HE study in around their existing commitments, such as work and childcare.

Many courses, including Foundation degrees, can be work-based. Courses can also vary in length, with some introductory courses taking less than a year.

Foundation degrees usually take two years to complete. With such a wide range of opportunities on offer there is a course to suit every learner.

Who is higher learning for?

Higher learning is for anyone who wants to continue with their learning.

Learners may choose to study at a higher level because they: yy want to improve their promotion prospects and progress in their career

yy want to improve their earning potential yy are seeking a career change yy are looking to gain entry to a profession yy want to pursue a personal interest yy are returning to education after a break, for example after having children

yy are looking to develop new skills and experiences.

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Making choices about higher learning – what you need to know

Making choices tells you what you need

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The benefits of higher learning Although every learner has their own motivation for undertaking higher learning, there are some common benefits of achieving an HE qualification.

Increased employability: The 2006 Government review of skills, Prosperity for all in the global economy – world class skills (Leitch Review), repeats the message that skills are the key determinant of employment. It found that nearly 90 per cent of those with HE qualifications are in work compared to less than 50 per cent of those with no qualifications. It also found that the chances of finding work for those with no qualifications have fallen over the past 10 years.

Job mobility: An HE qualification not only helps people to move up the career ladder in their current field of employment, it also helps them to change careers.

This is becoming more important as the pace of economic change increases and people work longer.

Financial reward: There are financial advantages to having an HE qualification – on average those with an HE qualification earn up to 50 per cent more over their working life than those without one. The average graduate starting salary is around £19,000; however, this figure tends to reflect the salary a young person receives in the first job after their HE course. The average for mature graduates with more work experience could be higher.

Personal benefits: Taking an HE course involves meeting and getting to know many new people; this could mean new friendships and new work contacts. HE learners are also likely to face new challenges and as a result will learn new skills and develop different points of view. They could also have the opportunity to visit new places and some courses offer the opportunity to gain work experience.

In addition the sense of achievement that comes from succeeding will boost learners’ confidence and self esteem.

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Making choices about higher learning – what you need to know

“Higher learning at work can benefit both individuals and employers – it’s a win-win situation”

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Higher learning study options HE courses can be studied at work, in college or at home by distance learning, either full-time or part-time and more courses are now being offered by a wider range of providers including colleges. This flexibility means that learners can fit HE studies around their existing commitments, such as work and childcare.

Foundation degrees are an option within this general picture and are particularly suited to working people.

Full-time or part-time study?

HE courses are often described as ‘full-time’ or ‘part-time’ although the number of hours a student needs to devote to a course can vary enormously. Many courses are mainly work-based, others institution-based, but generally a full-time course will probably involve around 21 hours of study per week.

A part-time course requires fewer hours per week, frequently involving some daytime and evening study attendance. Part-time courses can usually be taken alongside full or part-time employment and may be entirely work-based. Many work-related courses are especially designed to fit in with the needs of people in employment and employers have been involved in developing the courses.

Contact hours If a course is work-based and provided in partnership with the employer, contact hours with tutors and assessors will be arranged to fit with working patterns. If this is not the case, it is important for a learner to find out what ‘contact hours’ a course involves as well as how many additional hours will need to be spent working independently. ‘Contact hours’ refer to the number of hours per week a learner is taught and would be given to the learner as a set timetable. A full-time course could be fairly intensive and a learner could be in lectures or workshops five or six hours per day. Other full-time courses have fewer contact hours and rely more on the learner spending time doing work on their own. If a learner needs to work or look after a family it is crucial to ask for an example timetable beforehand.

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“Higher learning options are very flexible now – people can study at home, online, in the workplace or attend college part-time or full-time.”

Making choices about higher learning – what you need to know

Benefits to the employer: It is not only learners who benefit from HE – their employers should also see rewards. Staff will become more highly skilled and knowledgeable and more able to fill a skills gap. Staff remain longer with employers who are supportive of HE studies and this cuts down the need to recruit and train new staff. Finally, staff are likely to be more motivated if they are given the opportunity to study and progress in their workplace.

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Distance learning For learners who need complete flexibility there is the distance learning option where students learn from work or home as and when they can, with support on offer online, through email, telephone and residential schools. Learners are sent all of the materials they need, both through the post but also using the internet and email.

The biggest provider of HE by distance learning is the Open University and Foundation degrees can be studied through the OU. Other institutions also offer flexible forms of learning including a blend of distance learning, online learning and support and short residential courses.

Distance learning courses are usually considered to be part-time although the pace at which a learner moves through the course can vary depending on how much time they can commit to study. Learners can get more information on what’s on offer from individual institutions.

Which organisations offer HE? yy Universities provide the majority of HE courses across the country.

They offer a very wide range of subjects and qualifications and are focused on teaching HE qualifications to a broad range of learners. An increasing number of institutions now offer vocational and work-related degrees, including Foundation degrees.

yy Single subject higher education institutions, for example agricultural

colleges, medical schools, colleges of art and design and drama schools, offer a narrower range of courses within a particular subject area. They are often the best choice if a learner is set on pursuing a career in that sector of employment. Specialist management schools are slightly different in that they offer specialist qualifications which can be used in many different sectors of employment.

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particularly for learners who want the opportunity to study locally on a parttime basis. Many further education colleges offer HNC/D and Foundation degrees too, both of which are work-related qualifications. You may also find professional qualifications and NVQs on offer at a local college. For information on all of the above institutions visit the ‘Where to go what to study’ section on the ‘Education and learning’ pages at www.direct.gov.uk

yy The Open University offers HE courses to learners across the UK through

distance learning. The OU has around 150,000 learners taking degree courses, including Foundation degrees, nearly all studying part-time and around 70 per cent in full-time employment. The Open University also has a Business School which offers a range of management qualifications.

For information about the Open University visit www.open.ac.uk

yy Private training providers offer a range of work-related and professional

qualifications in a number of job related areas. Usually a private training provider has a learning centre that focuses on particular areas of training, for example IT, Customer Service or Beauty Therapy. Some of the qualifications on offer will be at a professional level and may be linked to Level 4 and 5 NVQs. The Department for Business, Innovation and Skills (BIS) has a register of private training providers. For information on all of the above institutions visit the ‘Where to go what to study’ ‘Avoiding bogus degrees’ section on the ‘Education and learning’ pages at www.direct.gov.uk

Comparing courses Course title: It is important to compare subjects with the same title very carefully. A management course in one institution may be very different to a course of the same title elsewhere. This is because each institution will decide on the exact content of the course. Potential learners need to examine content closely to make sure it is what they expected and what they are interested in.

With some courses learners get to make a decision about optional units and it is important for them to check what choices there will be.

Qualification type: Learners may find a range of different qualifications on offer and be unsure which is best for their situation. For example, a learner wishing to take a management course will be able to choose from degrees, HNCs, Foundation degrees, NVQs, professional programmes and more. It is important that people check what they need for their career plans as some professions require certain qualifications in order to practise. Our guide How Foundation degrees fit with other qualifications explains qualification levels and in particular where Foundation degrees fit in.

Study mode: Learners will need to compare the study mode of different courses, for example whether they want to do full-time, part-time or distance learning. They will also need to weigh up how many hours of study their course demands and whether it is on offer at times that suit their other commitments. Two courses that are described as part-time may have very different attendance patterns and a learner needs to examine this carefully.

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“Studying with the Open University is very flexible and fits in well with work.

Anyone can do a degree with the OU – no specific qualifications needed to make a start”

Making choices about higher learning – what you need to know

yy Further education colleges offer an increasing number of HE level courses,

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Length of course: Courses vary in length. Some courses can last just a few weeks and some will take many years. A learner may be interested in taking a short course or a single module first to give them a flavour of what is to come and perhaps build their confidence. Others may want to get started straight away.

It is important a learner finds a course that suits their own level of commitment and if they are interested in a short course they need to check what accreditation they will get along the way.

Assessment and study methods: Courses are taught and assessed in many different ways and learners need to consider what is right for them. Some courses will centre around lectures and seminars; others may be focused on practical work or studying independently. This is also the case for assessment methods, with some courses being largely assessed by examinations and others being assessed on projects, coursework and presentations, etc. To get information on these issues learners will need to check the course information in the prospectus or speak directly to the course admissions tutor.

Entry requirements: Entry requirements can vary considerably. Some courses are highly selective and may require very specific qualifications; they may not take many applicants with vocational or Access qualifications. Other courses may be more flexible and be willing to take mature learners without prior qualifications.

Cost: Courses will vary in price and the fees charged by institutions will change in 2012. It is important to compare the cost of courses and to check what each fee covers and whether any additional fees will be incurred (such as registration or examination fees). It is important that people understand that the level of fee does not necessarily indicate the quality of the course on offer.

Location: Learners need to weigh up the location of providers and decide which works best for them taking into account factors such as travel time, parking arrangements, availability of public transport and personal safety of the route and location. Learners need to check carefully on the location of their actual campus or learning centre. An institution may well have several centres spread across a very wide area and a learner needs to find out where they will actually attend.

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Size of institution: Some people are attracted to a large institution because of the facilities and resources it can offer. They may also like the idea of being part of a large student community. Others will be attracted to smaller institutions where there may only be a handful of learners on HE courses.

Student facilities: Some learners may be keen to find an institution with plenty of up to date facilities such as IT centres, library, sports centre, student accommodation etc. It is likely that larger institutions will have a wider range of facilities for their students, but these will not necessarily be better in quality.

Quality of courses and institutions: Learners will want to find the ‘best’ institution for a particular course and this is often a difficult question to answer as course choice is such an individual decision. However there is a lot of information about the quality of HE provision which can be accessed on the web.

Performance tables are published in some newspapers, however, these tables are not official and newspapers use a variety of sources for their data. For official information on the quality of HE courses and institutions visit www.unistats.com

Support for learners with disabilities For learners who need additional support then the choice of institution is important. A learner must be confident that the institution is well equipped to deal with any additional needs. Such learners should always be encouraged to visit the institutions they are considering and to speak to the learning support team or disability support officer. Disabled learners should think about issues such as these: yy Is there a disability adviser and how easy is it to contact them?

yy Are all the places I need to get to accessible? yy Is there any additional support such as a mentor or buddy? yy How will I be supported during lectures, seminars and exams? yy Has the institution got any experience of dealing successfully with other students with similar needs?

A guide for disabled students to help inform and advise disabled learners www.higherlearningatwork.org/funding-higher-level-learning The DirectGov website has a page about support for disabled learners in HE. Visit www.direct.gov.uk/en/DisabledPeople/ EducationAndTraining/HigherEducation/index.htm

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“There is a lot of help and support available for disabled people who want to study, both financial and practical.”

Making choices about higher learning – what you need to know

Childcare facilities: Some HE institutions have a nursery or crèche for their students and this may well be an important factor for some learners. The childcare on offer may well be oversubscribed so it is important to apply as soon as possible. It’s a good idea to check where the nursery is located and whether this is near enough to their campus to make it practical to use.

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Study support Many learners do need some additional study support. Many HE institutions’ have dedicated learning support centres for learners or provide support through their Student Services departments and via web resources. Most university libraries have a portal on how to study. Helpful study skills websites include the following: yy www.palgrave.com/skills4study/index.asp

yy www.bbc.co.uk/skillswise yy www.studygs.net yy www.how-to-study.com yy http://owl.english.purdue.edu yy www.bized.co.uk/reference/studyskills/index.htm yy www.open.ac.uk/skillsforstudy

Entry to HE courses Learners wishing to enter HE courses will need to show they are ready to study at the level required. Providers use a number of methods to assess potential students but normally a student requires a Level 3 qualification to be accepted on an HE course. Students may also need certain Level 2 qualifications.

The actual Level 2 and 3 entry requirements will vary between courses and institutions and will be stated in course information such as in a prospectus or on an institution’s website. The entry requirements may well specify a certain type of qualification, a certain subject and certain grades.

However many providers are more flexible about entry requirements with mature students (aged 21 plus) as they value their wider life experiences.

Learners need to check exactly what they would need to gain entry to a course and whether their existing qualifications and experiences are acceptable. If not then they will need to embark on some preparatory study.

Once the learner has chosen their course and is confident they will have the right qualifications for entry then they will need to apply for a place. Application procedures and timescales vary dependent on the course and institution.

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Making choices about higher learning – what you need to know

“Many universities are more flexible about entry requirements with mature learners as they value their life and work experience.”

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Access courses: are designed specifically for adults aged 21 or over who wish to gain entry to an HE course. They provide the relevant knowledge and skills for mature students to bridge the qualifications gap and succeed in higher learning by providing the Level 2 and Level 3 qualifications needed. Courses are usually one year full-time or two years part-time. The course usually includes subject studies as well as key skills (e.g. IT, numeracy and communication), study skills and tutorial support. Access courses are available in broad subject areas such as humanities, healthcare, social sciences, law, etc.

Access courses are offered by local further education colleges and Adult Education Centres. When choosing an access course a learner needs to select one that is Quality Assurance Agency (QAA) recognised to ensure they are acceptable to universities and colleges. It is important to check with the chosen HE institution whether the course they are applying to will accept an Access course, and whether they have any preference over which course is taken.

Occasionally, HE courses may not accept an Access course or may want a learner to have additional Level 2 and 3 qualifications. Visit www.accesstohe.ac.uk for more information.

AS/A Levels and Applied A Levels: are a more traditional route to HE. They are available in academic subjects such as English, maths, biology, French, history, psychology, etc. They are usually offered by schools, sixth forms and further education colleges but some can also be studied by distance learning.

In addition to standard A Levels there are new Applied A Levels that are more related to vocational areas and have replaced GNVQ qualifications. Applied A Levels cover areas such as art and design, heath and social care, engineering and business studies.

BTEC National Diploma/National Certificate: a BTEC National Diploma is usually studied full-time over two years and is often used as a route to enter HE. Part-time courses are available, although these are usually BTEC National Certificates. Both types of course are available in a wide range of vocational subjects such as Childhood Studies, Science and ICT. BTEC courses are aimed at those interested in a particular job sector and who want to gain skills and knowledge for either employment or as a basis for further studies. BTEC courses are usually offered by further education colleges and full-time courses are usually free with fees varying for part-time courses. For a searchable database of local courses, visit https://nationalcareersservice.direct.gov.uk Advanced or Higher Apprenticeships: include a package of qualifications at Levels 3 and 4 and can allow you to progress to HE. For further information visit: www.apprenticeships.org.uk GNVQ: this qualification has now been phased out but could have been taken at Foundation, Intermediate and Advanced levels. The Advanced level is a Level 3 qualification and hence equivalent to Access Courses and A Levels. If a learner already has an Advanced GNVQ and wishes to apply to an HE course they will find it is still acceptable, especially for vocational HE courses.

14–19 Diplomas: are relatively new qualifications for the 14–19 age group, introduced in September 2009. They can be studied at three levels, Foundation, Higher and Advanced. They will usually take two years to complete and are classroom based but include work experience and life skills. The Advanced Diploma is equivalent to 3.5 A Levels. For more information visit: www.direct.gov.uk/diplomas

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Making choices about higher learning – what you need to know

Level 3 entry qualifications

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National Vocational Qualifications NVQs: are specific work-related qualifications that demonstrate a learner can do a specific job. There are five levels of NVQ (1–5) and Levels 4 and 5 are broadly equivalent to HE. An NVQ Level 3 therefore may be acceptable for entry to HE, but usually only for other NVQ courses or related vocational programmes.

For example if a learner holds an NVQ Level 3 in Administration they are unlikely to gain entry to a more traditional degree course, such as English. The same learner however may find a relevant Foundation degree is willing to accept a Level 3 NVQ for entry to the course.

Learners at work wishing to obtain an NVQ generally need the support of the employer to enable them to gain the evidence required for accreditation. This may be an issue for negotiation if the employer does not support NVQs.

Level 2 entry qualifications In addition to Level 3 qualifications a course may require certain Level 2 qualifications, such as GCSEs or their equivalent (e.g. O Levels or a Level 2 Access course). The subjects most commonly asked for are Maths and English, with many courses needing a Level 2 in these areas. Some courses may also be interested in other relevant subjects such as science or art. It is important that learners know if this applies to the course they are interested in and again it is worth checking whether there are any exemptions for mature students.

Additional entry requirements In addition to certain qualifications, some courses may want applicants to meet other entry requirements. For example a learner may need one or more of the following: yy Relevant work experience (paid or unpaid) – this is especially the case with vocational courses and those that provide job related training, e.g. social work, management, teaching

yy Portfolio of work – this is usually the case for art and design-related courses yy Specific skills – for example, a course related to music may require applicants to play instruments at a certain level, or a course in outdoor pursuits could require skills such as climbing, hill walking or camping

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Making choices about higher learning – what you need to know

“Contact the university or college well in advance to check if you need any additional qualifications to enter a degree course, and if your experience will count.”

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an entrance test as well as having the relevant qualifications. These are most common in full-time courses related to law, medicine and dentistry. It is important that a potential HE learner explores these entry requirements early in their research so they have chance to develop any new skills and experiences before they make an application.

Accrediting prior learning Mature entrants with substantial relevant experience may be offered some exemption from entry requirements and/or from parts of the course. There are two systems in place for accrediting prior learning: yy APL (Accreditation of Prior Learning): APL gives you credit for any previous learning you may have done, even if it is not at the right level or in the right subject. For example, short courses in the workplace may well be accredited.

yy APEL (Accreditation of Prior Experiential Learning): APEL gives

you credit for any learning that you have acquired through work experience, such as in your paid employment or in voluntary work.

Both systems not only allow adults to gain entry to HE courses but may also count towards the actual HE course, meaning the amount of study a learner needs to complete to get their qualification is reduced. If a learner is interested in finding out more they need to speak to the admissions tutor for their intended HE course.

HE entry requirements – postgraduate study The usual entry requirement for postgraduate study is a degree in a relevant subject; however, there are exceptions. For some postgraduate qualifications applicants without a degree will be accepted, but only when an applicant has substantial, relevant professional experience and can demonstrate that they can cope with the course content and level of study. It is usually only taught postgraduate courses that accept non-graduates, rather than researchbased courses.

Applying to universities and colleges Part-time courses For part-time courses at a university or college a learner needs to apply directly to the institution of their choice. This usually means applying by an application form which requires information on previous qualifications and experience and which may also need a reference.

If a learner is interested in applying for a part-time course it is always recommended that they speak to the institution first to check the application process. A learner will need to check when they should apply for the course as sometimes it is well in advance of their intended start date, for example they may need to apply before Easter time for courses starting in September.

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Making choices about higher learning – what you need to know

yy Entrance test – for some courses applicants may be asked to sit

In addition to an application form, learners may need to take part in other selection processes, such as a course interview. The format and length of interviews can vary and a learner needs to check out what would be involved.

Interviews are often used for mature students without the usual entry requirements or for courses that require relevant work experience. On occasion, applicants may also be asked to sit an entrance test but these are most common in full-time courses related to law, medicine and dentistry.

Full-time courses If a learner is interested in a full-time course they will need to apply through an organisation called UCAS. This system involves applying through a standard online form for up to six institutions at a time. The system has specific deadlines and procedures that need to be followed. For more information on the UCAS application system visit www.ucas.ac.uk

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This document was originally produced by fdf – innovating workforce development.

Applying to the Open University In order to study with the Open University a learner simply needs to complete their registration form, which can be done online. On occasion there will be entry requirements set for particular courses, for example teacher training or postgraduate courses. These types of courses will require learners to make an application. Before applying to the Open University it is always recommended that potential learners speak to an adviser first who will explain application processes in more detail.

To speak to an OU adviser call 0870 333 4340. For more information on applying for a course visit www.open.ac.uk

Applying to other HE providers If the HE course a learner wishes to study is at a local further education college, work-based learning provider or a private training provider there is likely to be a mixture of application processes, but these may well be less formal than those used by universities and colleges. Usually, methods of application are clear on the provider’s website or in their prospectus.

Our interactive guide – 10 Tips for Finding the Right HE course provides some useful pointers for you to work through with your clients.

You and the learners you work with can also use our checklist of questions Choosing to take up higher learning opportunities while working – a checklist for learners. This will help learners to research their options to ensure that they have made the right choice.

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