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Publication - Report

Implementing 'A Blueprint for Fairness': progress report

Published: 30 May 2017
Part of:
Education
ISBN:
9781788510073

Report on the implementation of the Blueprint's recommendations for achieving equality of access to higher education in Scotland.

30 page PDF

462.4kB

30 page PDF

462.4kB

Contents
Implementing 'A Blueprint for Fairness': progress report
Annex A: Recommendations from the Commission on Widening Access

30 page PDF

462.4kB

Annex A: Recommendations from the Commission on Widening Access

Recommendation 1: The Scottish Government should appoint a Commissioner for Fair Access by the end of 2016 to:

  • lead cohesive and system wide efforts to drive fair access in Scotland; acting as an advocate for access for disadvantaged learners and holding to account those with a role to play in achieving equal access.
  • coordinate and prioritise the development of a more substantial evidence base on the issues most pertinent to fair access, including the commissioning and publication of independent research. The Scottish Government should ensure an appropriate annual budget is made available to support this work.
  • publish, annually, a report to Ministers outlining the Commissioner's views on progress towards equal access in Scotland to inform development of effective policy at national, regional and institutional level.

Recommendation 2: By 2018, the Commissioner for Fair Access, working with experts, should publish a Scottish Framework for Fair Access. This authoritative, evidence based framework should identify the most impactful forms of access activity at each stage of the learner journey, from early learning through to higher education and provide best practice guidelines on its delivery and evaluation.

Recommendation 3: Public funding for access programmes - either through specific external funding or funding from core budgets - should focus on programmes that are consistent with the Scottish Framework for Fair Access.

Recommendation 4: Universities, colleges, local authorities, schools, the SFC funded access programmes and early years providers should work together to deliver a coordinated approach to access which removes duplication and provides a coherent and comprehensive offer to learners. This should include:

  • the development of mechanisms by which access programmes undertaken at one institution, or in one part of the country, can be recognised by other institutions, while also serving institutional and local needs. Credit rating programmes on the Scottish Credit and Qualification Framework ( SCQF) should be considered where appropriate.

Recommendation 5: Universities should ensure their admissions processes and entry requirements are based on a strong educational rationale and are not unnecessarily prescriptive, to the detriment of learners who take advantage of the availability of a more flexible range of pathways. This should be monitored by the SFC through the outcome agreement process.

Recommendation 6: The Scottish Government, working with key stakeholders, should ensure the key transitions phases around SCQF levels 6 to 8 are better used to provide students from disadvantaged backgrounds with the qualifications and experiences required to support fair access.

Recommendation 7: The Scottish Funding Council, working with professionals, should develop a model of how bridging programmes can be expanded nationally to match need.

  • Given the clear benefits to the learner, the model should ensure that academic credit awarded through the completion of such programmes is transferrable between universities.
  • Successful completion of such programmes may form one of the conditions of the access thresholds to be developed in line with Recommendation 11.
  • This model should have particular regard to the evidence that bridging programmes are especially beneficial when delivered earlier in the education journey.

Recommendation 8: The SFC should seek more demanding articulation targets from those universities that have not traditionally been significant players in articulation.

  • These targets should have a clear focus on the benefits, both to learners and the public purse, of awarding full credit for prior study.
  • In establishing new articulation pathways, colleges and HEIs should build upon best practice models already in place to secure the curricular alignment necessary to ensure that learners are equipped with the necessary prior learning and academic skills to enable them to succeed in degree level study.
  • For the purposes of more effective IAG, the SFC should develop, or commission, an articulation 'map', setting out all of the available pathways across Scotland.

Recommendation 9: Universities, colleges and the SFC should closely monitor the expansion of articulation to ensure it continues to support disadvantaged learners to progress to degree level study. Should this not be the case, a proportion of articulation places should be prioritised for disadvantaged learners.

Recommendation 10: The Scottish Funding Council, working with HEIs and colleges, should explore more efficient, flexible and learner centred models of articulation which provide learners with the choice of a broader range of institutions and courses.

Recommendation 11: By 2019 all universities should set access thresholds for all degree programmes against which learners from the most deprived backgrounds should be assessed. These access thresholds should be separate to standard entrance requirements and set as ambitiously as possible, at a level which accurately reflects the minimum academic standard and subject knowledge necessary to successfully complete a degree programme.

  • The impact of access thresholds and wider contextual admissions policies should be monitored and evaluated by the SFC as part of the outcome agreement process. In particular, the SFC should monitor the extent to which access thresholds differ from standard requirements, the number of applicants receiving adjusted offers and whether the introduction of access thresholds leads to any unintended consequences.
  • Should the access threshold fail to deliver the intended outcomes by the end of 2022, Ministers should consider options for providing disadvantaged learners who meet a certain level of attainment with an entitlement to the offer of a place in a university.
  • The implementation of access thresholds and more robust arrangements for monitoring and evaluation of impact will make an important contribution to the emerging evidence base in this area. Universities should therefore continually refine their contextual admissions policies and, where necessary, access thresholds in line with this evidence.

Recommendation 12: All Universities should be as open and transparent as possible over their use of access thresholds and wider contextual admissions policies. In particular, they should seek to maximise applications from disadvantaged learners by proactively promoting the access thresholds to the relevant schools, pupils, parents, local authorities and teachers.

Recommendation 13: The Commissioner for Fair Access, should engage with those compiling key university rankings to ensure greater priority is given to socioeconomic diversity within the rankings and to ensure that institutions who take the actions necessary to achieve fair access are not penalised.

Recommendation 14: The SFC should undertake an independent review of the processes - such as personal statements and interviews - that are used to evaluate non-academic factors in applications, with the aim of assessing whether, and to what extent, they unfairly disadvantage access applicants.

  • This review should also consider whether there are other processes or assessment techniques that would increase fairness and more accurately evaluate the potential of applicants. The outcome of the review should be reported to the Commissioner for Fair Access.

Recommendation 15: Universities and colleges should increase engagement with our youngest children and their families as part of the provision of a coordinated package of support for those in our most deprived communities in line with Recommendation 4.

Recommendation 16: Universities working with schools, should take greater responsibility for the development of the pool of applicants from disadvantaged backgrounds by delivering academically based programmes to support highly able learners, who are at risk of not fulfilling their academic potential.

Recommendation 17: SDS and schools should work together to provide a more coordinated, tailored offer of information, advice and guidance to disadvantaged learners at key transition phases throughout their education. Specifically:

  • SDS should ensure that learners from disadvantaged backgrounds are provided with one-to-one personal interviews, not just when making subject choices, but also at all key transition stages including P7 / S1.

Schools should:

  • Identify a lead person to coordinate links with fair access programmes and to provide direction to key sources of information on student support and the higher education admissions process. Keep parents informed of key decisions and transition phases throughout the learner journey, to ensure that they are equipped with the information necessary to support learners to make informed decisions
  • Consider the role that universities, SFC funded access programmes and mentoring schemes can play in providing IAG.

Recommendation 18: Universities, colleges and local authorities should work together to provide access to a range of Higher and Advanced Higher subjects, which ensures that those from disadvantaged backgrounds or living in rural areas are not restricted in their ability to access higher education by the subject choices available to them.

Recommendation 19: The Commissioner for Fair Access should commission research, within three months of appointment, to assess how student finance impacts on the participation of disadvantaged learners in higher education. This research should consider in particular:

  • Whether, and to what extent, levels of student finance impact upon access, retention and choice of institution.
  • Whether, and to what extent, the balance between loan and bursary impacts upon access, retention and choice of institution.
  • International practice on student finance and the impact this has on access and retention.

Recommendation 20: Disadvantaged learners and their parents, should be provided with clear, accurate information on both the availability of student finance and the conditions for repayment. This should be taken forward by the bodies identified in Recommendation 17 and the Student Awards Agency Scotland.

Recommendation 21: By 2017, those with a care experience, who meet the access threshold should be entitled to the offer of a place at a Scottish university. Entitlement should also apply to those with a care experience who have had to take a break from higher education and wish to return. Learners should be assessed at the minimum entry levels in 2017 and 2018 and the access thresholds thereafter.

Recommendation 22: The Scottish Government should replace student living costs loans with a non-repayable bursary and provide a more flexible package of student support for learners with a care experience from academic year 2017/18. This should include:

  • amending the previous study rules to allow those with a care experience more than one extra year of full funding where circumstances require this; and
  • options for those with a care experience to extend a year of their course to complete it part-time over two years with full funding, similar to the arrangements already in place for those with disabilities and elite athletes.

Recommendation 23: The Scottish Government should develop an approach to allow those with a care experience to be identified from early years to post-school and on to employment to enable additional support, for example, a marker or flag. Young people with care experience must be included in the development of how this would be used and shared.

Recommendation 24: The SFC should review the best use of its funds, specifically the Access and Retention Fund, to deliver the implementation of the Commission's recommendations.

Recommendation 25: The SFC should monitor how institution spend from core funding is being used to support access through the Outcome Agreement process.

Recommendation 26: By 2021, the SFC, in consultation with the Scottish Government, should explore options for more targeted funding models to better support the recruitment and retention of greater numbers of access students.

Recommendation 27: The SFC should make more extensive use of their existing regulatory powers, where appropriate, to drive greater progress. The Scottish Government should ensure that it provides the SFC with the necessary mandate to take this action.

Recommendation 28: The Scottish Government should ensure that objectives relating to fair access are embedded in the regulatory frameworks of other agencies/public bodies with a role to play in advancing equal access.

Recommendation 29: The Scottish Government should improve mechanisms to track learners and share data to support fair access. Specifically, the Government should:

  • lead the work necessary to develop and implement the use of a unique learner number to be used to track learners' progress from early learning, throughout education and onwards into employment.
  • review data access arrangements to provide a national process for the provision of information to practitioners and policy makers working on fair access. This review should consider access to and sharing of data held by local authorities, schools, UCAS and SAAS.

Recommendation 30: The Scottish Funding Council and the Scottish Government should enhance the analyses and publication of data on fair access. This should include:

  • enhanced monitoring of fair access at key stages of the learner journey including analyses by socioeconomic background of: early learning and school attainment; UCAS applications, offers and acceptances; entrants to higher education; qualifiers from higher education and their destinations.
  • publication of a coherent and consistent set of statistics to show progress on fair access, either through development of the SFC's Learning for All publication or a successor publication.
  • working with UK producers of statistics, including HESA and UCAS, to develop an agreed method of comparing progress on fair access over time and across UK nations.
  • exploring with The Data Lab the feasibility of a project to develop a data science solution to support fair access e.g. a schools based data solution to identify those from a disadvantaged background with the potential to succeed in higher education and who could most benefit from additional support.

Recommendation 31: The Scottish Government and the Scottish Funding Council, working with key stakeholders, should develop a consistent and robust set of measures to identify access students by 2018.

  • In addition to SIMD, this should include a measure for school environment, a marker for income and a marker for care experience.
  • The development of these measures should take account of the findings from SFC funded research on the use of contextual data in undergraduate university admissions being undertaken by Durham University and due to report in 2016
  • The SFC should review the measures it uses within outcome agreements and the access work it funds in light of the outcome of this work.

Recommendation 32: The Scottish Government and the Scottish Funding Council should implement the following targets to drive forward the delivery of equal access in Scotland. To realise the First Minister's ambition of equality of access to higher education in Scotland:

  • By 2030, students from the 20% most deprived backgrounds should represent 20% of entrants to higher education. Equality of access should be seen in both the college sector and the university sector.

To drive progress toward this goal:

  • By 2021, students from the 20% most deprived backgrounds should represent at least 16% of full-time first degree entrants to Scottish universities as a whole.
  • By 2021, students from the 20% most deprived backgrounds should represent at least 10% of full-time first degree entrants to every individual Scottish university.
  • By 2026, students from the 20% most deprived backgrounds should represent at least 18% of full-time first degree entrants to Scottish universities as a whole.
  • In 2022, the target of 10% for individual Scottish universities should be reviewed and a higher level target should be considered for the subsequent years.

Recommendation 33: The Commissioner for Fair Access should:

  • consider what further work is required to support equal access for other groups of learners and within specific degree subjects.
  • consider what further work is required to support equal outcomes after study for those from disadvantaged backgrounds or with a care experience.

Recommendation 34: The Scottish Government should report on progress against the recommendations it accepts from this report, 12 months after issuing its response. Thereafter, progress towards equal access should be reported on annually by the Commissioner for Fair Access.


Contact

Email: Laura Duffy

Phone: 0300 244 4000 – Central Enquiry Unit

The Scottish Government
St Andrew's House
Regent Road
Edinburgh
EH1 3DG