Thanks Ed
This is really useful and after the news that a number of staff at our place are on the at risk list it is a small ray of sunshine!
Hard times
Terry
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From: learning development in higher education network [[log in to unmask]] On Behalf Of Foster, Ed [[log in to unmask]]
Sent: Thursday, February 10, 2011 3:04 PM
To: [log in to unmask]
Subject: 11-728-guidance-to-director-fair-access (application/pdf Object)
Good afternoon all
The Secretary of State has written to the Director of OFFA with guidance about how to evaluate the Access Agreements and therefore what Universities have to do in order to charge over £6,000 in fees.
http://www.bis.gov.uk/assets/biscore/higher-education/docs/g/11-728-guidance-to-director-fair-access
I've taken a quick glance and the following may be of interest to learning developers (particularly the bit in bold)
Ed
5.2 The precise mix of components for individual Access Agreements and the weighting given to them will also be for you to determine in light of the circumstances of each institution. We want a focus on the outcomes of access and not just the inputs and processes. Universities should demonstrate, through their Access Agreements, a clear link to how, and to what extent, they expect their proposed activities to impact positively on their HESA access and retention benchmarks, alongside their own access measures and targets. The components which you will want to take into account may include any or all of the following:
. the scale and nature of outreach activity to be undertaken (singly or in partnership) with local schools and colleges - such as mentoring, school visits, student buddying arrangements, master classes in schools;
. the scale and nature of outreach activity to be undertaken to attract mature students - including work with local communities;
. the scale and nature of summer schools programmes or similar;
. the number and value of any targeted financial waivers or bursaries the university will offer (including any institutional evaluation of their effectiveness to date and your own findings at a national level); this might include support targeted at students entering through non-traditional routes such as apprenticeships;
. required commitment to participate in the new national scholarships programme;
. targeting pupils with potential (eg through use of contextual data, targeting low achieving schools) and improving aspiration and attainment through outreach;
. the support offered to students once enrolled on courses - for example additional study support, mentoring, pastoral support, contribution to living costs, help with basic skills;
. the range of programmes the university will offer which could be attractive to under-represented groups, particularly mature students. These include part-time courses, distance learning, two-year degrees, intensive accelerated degrees, supported foundation year.
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