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1. What is higher education (HE)?

HE is the term used for any study that leads to qualifications at Level four or above, such as degrees, Foundation degrees, Higher National Diplomas, NVQs Level 4 and 5 and other professional qualifications. 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.

2.Who is HE for?

HE is for anyone who wants to continue with their learning. Learners may choose HE because they:

• want to enhance their promotion prospects
• are seeking a career change
• want to pursue a personal interest
• are returning to education after a break, for example after having children
• are looking to develop new skills and experiences.

3.The benefits of HE

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

• Increased employability. The recent Government report on 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% of those with HE qualifications are in work compared to less than 50% 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% 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 students 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.
• 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 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.

4.HE 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. 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 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’ refers to the number of hours per week a student is taught and would be given to student as a set timetable. A full-time course could be fairly intensive and a student 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.

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 through email, telephone and residential schools. Learners are sent all of the materials they need, both through the post but also using the web 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.

5.Which organisations offer HE?

• Universities and colleges of higher education 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. Most of these courses and qualifications are non-vocational but all will offer a small number of work related degrees, including Foundation degrees.
• Single subject higher education institutions, for example agricultural colleges, medical schools, colleges of art and design and drama schools. These types of institutions offer a narrower range of courses within a particular subject area. They are the best choice if a learner is interested in 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.
• Further education colleges offer some HE level courses, particularly for learners who want the opportunity to study locally on a part time basis. Many further education colleges offer HNC/D and Foundation degrees, both of which are work-related qualifications. You may also find professional qualifications and NVQs on offer at a local college.
• 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% 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 go to: www.open.ac.uk
• Work-based learning providers are organisations that specialise in providing work-related training. Some will offer training to NVQs at Level 4 and Level 5. Some are also now developing programmes where Foundation degrees and other HE qualifications are on offer. You can get more information on work-based learning providers in your area through your Local Learning and Skills Council (LSC). For their details go to: www.lsc.gov.uk
• learndirect Learning through Work offers individuals or organisations the chance to gain HE work related qualifications. Learning takes place at work and online, and programmes are customised to build on a learner’s existing skills and knowledge. It is therefore a highly individual programme that is suited to those wanting to gain credit for what they already know as well as a chance to develop new skills. A small number of universities are taking part and information on this way of learning can be found at: www.learningthroughwork.org
• 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 Innovation, Universities and Skills (DIUS) has a register of private training providers. Visit: www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/DecidingWhereToStudy/DG_10031740

6.Comparing Courses

Course title. It is important to compare subjects with the same title very carefully. A management course in one institution may look 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. In 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 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. Qualification levels and how Foundation degrees fit are explained in a separate document on this site.

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.

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 & study methods. Courses are taught and assessed in many different ways and learners need to consider what is right for them. Some courses will be centred on 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 members will need to check the course information in the prospectus or speak directly to the course admissions tutor.

Entrance requirements. Entrance 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 degrees can cost over £3,000 per year. 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 of offer.

6.Comparing providers

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.

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.

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 go to: www.unistats.com

7.Support for learners with disabilities

For learners who need additional support then the choice of institution is important. A learner must be confident that 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.

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

As well as speaking directly to staff at an institution, a disabled learner can contact Skill, which is the National Bureau for Students with Disabilities. They have a free helpline (0800 328 5050 or 0800 068 2422 (Minicom) or go to: www.skill.org.uk.

fdf has commissioned some guidance documents to inform and advise learners, providers and employers. These can be accessed from www.fdf.ac.uk.

8.Study support

Many learners do need some additional study support. Many HE institutions’ Student Services offer study support or have their own web resources. Most university libraries have a portal on how to study.

Helpful study skills websites include the following:

• www.palgrave.com/skills4study/index.asp
• www.bbc.co.uk/skillswise/
• www.studygs.net/
• www.how-to-study.com/
• http://owl.english.purdue.edu/
• www.bized.co.uk/reference/studyskills/index.htm
• www.open.ac.uk/skillsforstudy/

9.Entry to HE

Learners wishing to enter HE 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. On occasion, students may also need certain Level 2 qualifications.

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

However many providers are more flexible about entrance 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. Applicant procedures and timescales vary dependent on the course and institution.

Level 3 entrance qualifications

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 succeed in HE. The Access to HE qualification can provide 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, social science, law etc.

Access courses are offered by local further education colleges and Adult Education Centres and many full time courses are free with fees varying for part-time courses.

When choosing an access course a member needs to select one that is Quality Assurance Agency (QAA) recognised as these 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.

For information on QAA recognised Access courses go to: www.ucas.ac.uk

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, including BTEC qualifications, go to: www.careersadvice.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, go to: www.apprenticeships.org.uk/Be-An-Apprentice/Progression.aspx

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 new qualifications for the 14-19 age group, being 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, go to: http://yp.direct.gov.uk/diplomas/?pro=diplomas

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 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.

The Train to Gain initiative is offering Level 3 NVQs in the North West and West Midlands regions of the country. The Higher Education Funding Council (HEFCE) is also funding three higher level skills pathfinder projects, extending the Train to Gain programme to include HE. The pathfinders are taking place in the North West, North East and South West.

For a searchable database of courses, including NVQ qualifications, go to: www.careersadvice.direct.gov.uk

For more detailed information on the Train to Gain programme, visit: www.traintogain.gov.uk

For more information on the Level 4 Train to Gain pilots go to:

www.hefce.ac.uk/learning/employer/path

Level 2 entrance 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 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 entrance requirements

In addition to certain qualifications, some courses may want applicants to meet other entrance requirements. For example a learner may need one or more of the following.

• 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.
• Portfolio of work. This is usually the case for art and design related courses.
• 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.
• Entrance test. For some courses applicants may be asked to sit an entrance test as well as gain 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 entrance 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.

• 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.

• 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 entrance requirements – postgraduate study

The usual entrance 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. It is usually only taught postgraduate courses that accept non-graduates, rather than research based courses.

10. Applying to universities and colleges of higher education

Part-time courses

For part-time courses at 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.

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 entrance 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 form for up to 6 institutions at a time. The system has specific deadlines and procedures that need to be followed.

For more information on the UCAS application system go to:

www.ucas.co.uk/students/startapplication/

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 entrance 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/new/introducing-ou.shtml

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 of higher education. Usually, methods of application are clear on the provider’s website or prospectus.