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Transcript of Lifelong Learning 2012
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at the heart of connecting people to higher education
LifelongLearning2012
For entry to university or college in 2012
Now that more routes are available, students of all ages are taking the life-changing stepof entering higher education to improve their job prospects, change their careers,
or delve deeper into a subject area of interest. This booklet offers essential information
and advice to those returning to learn some time after leaving school.
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Published by: UCAS, Rosehill, New Barn Lane, Cheltenham, GL52 3LZ
UCAS 2011
All rights reserved.UCAS is a registered trade mark.
UCAS, a company limited by guarantee, is registered in England and Wales number: 2839815Registered charity number (England and Wales): 1024741 and (Scotland): SC038598
UCAS reference number: UC016012Publication reference: 11_049
We have made all reasonable efforts to ensure that the information in this publication was correct at time of publication.We will not, however, accept any liability for errors, omissions or changes to information since publication. Whereverpossible any changes will be updated on the UCAS website (www.ucas.com).
UCAS and its trading subsidiary, UCAS Media Limited, accept advertising for publications that promote products andservices relating to higher education and career progression. Revenue generated by advertising is invested by UCASin order to enhance our applications services and to keep the cost to applicants as low as possible. Neither UCAS norUCAS Media Limited endorse the products and services of other organisations that appear in this publication.
Further copies available from UCAS (p&p charges apply). Contact Publication Services PO Box 130 Cheltenham GL52 3ZF,email: [email protected] or fax: 01242 544 806.
For further information about the UCAS application process go to www.ucas.com. If you need to contact us, details canbe found at www.ucas.com/about_us/contact_us/.
If you have received exceptional service from someone at UCAS and want to acknowledge it, then we would like to hearfrom you - please email your comments to [email protected]. Further information can be found onour website www.ucas.com.
Your views: we welcome your feedback on our wide range of products and services. Please email your comments [email protected]. Please let us know which product or service your comments refer to.
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ENVIRONMENTAL
MANAGEMENTINFORMATIONSECURITY
MANAGEMENT
UCAS QUALITY AWARDS
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A new start 4Mature students facts and statistics 6
The UCAS applicant journey 7
Step 1 Choosing courses
Choosing your course chasing your goals 10
Qualifications you can achieve 12
Contacts for full-time and part-time courses 14
Learning and teaching methods 16
Choosing your university or college 17
What kind of university or college? 18
There are many routes into higher education 20
Flexible admissions policies 21
Step 2 Applying
Getting your place 22
The application process: completing your application 24
Step 3 Offers, Step 4 Results, Step 5 - Next steps
The application process: after you have applied 25
The application process FAQs 26
Step 6 Starting university or college
What to expect life as a student 27
Money, money, money 29
Sources of information and advice 32
Useful publications 36
Case studies 5, 11, 31, 35
Contents
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2
Welcome to our guide to lifelong learning.
As a former mature student myself - I studied for my first degree after beginning my career - Im a
champion for lifelong learning. The chance to improve job prospects and the availability of more diverse
entry routes into higher education (HE) have resulted in an encouraging growth in lifelong learning. Record
numbers of students are applying to HE, with the largest increase being in those applicants aged 25 years
and over.
Academic staff are consistently positive about teaching mature students. They bring motivation, have a
positive effect on younger students, and are willing to participate actively in seminars and group learning.
As this exciting and occasionally daunting stage of your life begins, we hope the information in this guide
will answer at least some of the questions that you will inevitably have.
We hope you find this guide helpful. Good luck with your higher education studies!
Mary Curnock Cook
Chief Executive
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Case study NAME: Jilly BAGE: 24STUDYING: BSc in Social Policy at University of Bristol
QUALIFICATIONS: GCSEs, HNC Social Sciences from Open University
5
I left school at age 16, straight after my GCSEs and with no real career
aspirations at the time I just wanted to find a job to be able to live
independently.
When I started considering higher education, I spent some time on individual
University websites initially. The UCAS website had loads of really useful
information on different courses and also student finance, which was probably
the biggest concern for me as I was used to earning a full time wage! Another
immensely useful website was the Prospects website which helped to think
about my options from a career perspective.
I started a one year course with the Open University for my own interest. At the
time I had no intention of going into full time education, but I loved the subject
and found the process of gaining new knowledge so rewarding that I wanted
to be able to devote my time to learning rather than fitting it in around work.The lifestyle change was also a big draw I had always lived in the same
town until then and was keen to get to know a new city and new people!
I came to Bristol with my partner and the thought of relocating was terrifying,
particularly with the competition for jobs. But the course I wanted was not
offered locally. After a lot of discussion we decided to take the chance of
moving to Bristol; a city which we had visited and liked a lot (we still do!).
We saved as much money as we could between receiving my offer and
moving in September, sold the car and found the cheapest flat we could.
Another huge concern was finances my partner would not be able to
support us both but I found Student Finance England were very helpful and
enabled me to calculate quite early on how much I would have to live on: the
rest I make up by working between 12 and 16 hours a week and being careful
how much I spend.
I absolutely love my course and my life in Bristol. I have met some great
people and find my subject engaging and the lecturers supportive. The work is
certainly challenging, but not impossible; my advice would be to keep an eye
on deadlines so work doesnt get left to the last minute (perhaps obvious, but
easier said than done!) and dont be afraid to ask your tutor if you have any
concerns. My Uni runs personal development workshops on things like
researching for essays and note taking which are really helpful. The other
massively important piece of advice is to get involved no matter what your
age or interests there will be social events to interest you and like-minded
people to meet. As in the workplace, age really does not feature and people
will accept you for who you are.
I loved the subject and the
found the process of gaining
new knowledge so rewarding.
Get involved no matter what
your age or interests.
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All universities and colleges welcome mature students because of the wealthof knowledge and life experience they have to offer, and strive to provide a
wide range of flexible learning programmes to suit them. The proportion of
mature students at individual institutions and on individual courses varies, but
at most institutions, forms the vast majority of part-time students. In general, a
sizeable proportion of the full-time student population in the UK is made up of
mature students.
As a mature student, university and college admissions officers will view youas someone who has worked out what you want and why you want it. They
know from experience that mature students are highly motivated and often
very successful in achieving their goals.
The number of mature students applying to higher education goes up year on
year, with a 12.1% increase in applications in 2010 over 2009.
For 2011 entry, as of 15 January, the date by which applicants should apply
to be given equal consideration, there was a small increase in mature
applicants across the UK, with the 21-24 age group showing a rise of 1.86%
and an increase of 0.32% from applicants aged 25 and over.
MATURE STUDENT DESTINATIONS
Reproduced with kind permission of HECSU/AGCAS, What Do Graduates Do?
November 2010. Data comes from the HESA Destinations of Leavers from
Higher Education Survey 08/09
6
Mature students facts and statistics
Leavers activity Full-time Part-time
Full-time paid work only (including self-employed) 48.9% 51.1%
Part-time paid work only 10.6% 10.0%Voluntary/unpaid work only 1.5% 1.0%
Work and further study 8.3% 14.9%
Further study only 11.8% 5.1%
Assumed to be unemployed 10.5% 4.4%
Not available for employment 3.1% 5.1%
Other 1.7% 1.9%
Explicit refusal 3.6% 6.4%
Total 100.0% 100.0%
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7
UCAS processes applications for nearly all full-time undergraduatecourses in the UK, and we want the whole experience of applyingfor higher education to be as smooth as possible for you.
There are six easy steps to applying for university or college, which
are shown overleaf in the applicant journey. This guideconcentrates on the first steps of the journey, and you can findmore detailed information about all the steps at www.ucas.com.
The UCAS applicant journey
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STEP 1
Choosing courses
UseCourseSearch at www.ucas.com
to find out which courses might suit you
and the universities and colleges that
offer them.
STEP 2
Applying
You can apply for up to five courses
using the onlineapplication system at
www.ucas.com.
STEP 3
Offers
You can check the progress of your
application using Trackat
www.ucas.com, which will be updated
as we receivedecisions from
universities and colleges.
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STEP 4
Results
We receive most exam results direct
from theawarding bodies you can
check the list at www.ucas.com. Check
Trackat www.ucas.com to see if youve
got a place on your chosen course.
STEP 5
Next steps
If you have receiveddifferent grades
than expected, there may be other
options available. You need to lookat
Trackand course vacancies at
www.ucas.com.
STEP 6
Starting universityor college
You need to make sure you have
everything ready, such as
accommodation, finances, travel and
child carearrangements, books and
equipment required for the course.
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WHAT SUBJECT?
You may have had a change in your circumstances that means you are able to
pursue your interests or it may be that you need to catch hold of a fleeting
opportunity before it passes you by, or perhaps a desire to learn more has
crept up on you and is now irresistible. You may have a clear idea of what
subject you want to study, or perhaps you arent exactly sure.
Whatever your reasons, deciding on the right course is crucial if you are to
have the best possible chance of success in higher education whatever age
you are. As a mature student you probably have time on your side and you
should be careful not to rush into your choice. Sometimes 17-year-olds,
pressed with the demands of their school choices, take what amounts to pot
luck on what they choose to study because they lack the experience and
judgement that come with age and maturity.
Where you live and how much you can realistically afford to spend will
probably be key to your decision about where to study, but many students will
still find that they have an element of choice, so the big question will be howto decide between the rival merits of individual courses.
YOUR GOALS
The better qualified you are, the more likely you are to find better paid, more
satisfying employment. While it helps to have an employment goal in mind
when you enter higher education, not all mature students are in that position,
and even those who think they are certain of their plans might review them
later. Many students of all ages change their minds by the time they graduate
and each year thousands of graduates enter professions in areas unrelated to
their studies.
ENJOYING YOUR STUDIES
For some mature students this can be a wonderful opportunity to develop
ideas and enthusiasms and to pursue the studies of your dreams.
Remember that there are many new and exciting courses in higher education
in subjects which may not have been on the curriculum when you were at
school. Browse through reference books and look at the prospectuses and
websites for the universities and colleges concerned.
Take time to look at the Course Search facility on our website at
www.ucas.com, where you can search for courses by subject and by
university, see details of individual entry requirements, and follow links to the
universities and colleges own websites and prospectuses. You can also view
our UCAStv guide to choosing courses.
Another option is to head to www.unistats.com to research, review and
compare your higher education choices. This last site has information about
teaching standards, an area also covered by the Quality Assurance Agency at
www.qaa.ac.uk.
INFORMATION AND ADVICE FOR STUDENTS WITH DISABILITIES
If you have a disability or specific learning difficulty, you are strongly
encouraged to make early direct contact with individual institutions before
submitting your application.
You might find our two video guides Advice from disability officers and
Disabled students helpful. Click on UCAStv on the homepage ofwww.ucas.com and scroll through the videos for students. You can turn on
subtitles and view the videos in full-screen mode.
Most universities and colleges have disability coordinators or advisers. You can
look up their contact details on the Skill: National Bureau for Students with
Disabilities website at www.skill.org.uk/into_hefe/into_he.asp.
It is important that you let your awarding authority, eg Student FinanceEngland, local authority (LA) in Wales, local education and library board (ELB)
in Northern Ireland, or the Student Awards Agency for Scotland (SAAS), know
straight away if you have a disability and think you will need extra help or
equipment on your course.
10
Choosing your course chasing your goals
STEP 1 CHOOSING COURSES
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I left school following completion of my GCSEs and went on to study A levels
at College and completed these in 2001 at 18.
During my A levels I was planning to go straight onto university to study Law
however by the time I had completed my A levels I did not feel ready to move
into further education. I therefore decided to take a year out and explore my
interests.
I began exploring the internet to find out about studying whilst working and
found information about Open University courses. I also began to look at the
UCAS website which I had become familiar with during my A levels when I
was initially considering going into higher education.
Following my year out I decided that I was still not ready to undertake a higher
education course as I was not sure exactly what I wanted to do, and did notlike the idea of spending three years and lots of money on something that I
wasnt passionate about.
As a result I began working in the Financial Services industry for the next 7
years, achieving various industry qualifications but after a number of job
moves I realised I was not happy and I began to reflect on where my passions
and interests lay. This led me to begin exploring degrees that would combine
my creative and logical interests.
I decided to pursue a place on an architectural course as I felt this would
enable me to employ the skills I had acquired in my working life so far and
also explore my creativity.
My initial concerns about returning to higher education were financial. I was
worried that I would find it difficult no longer having a monthly salary. I also still
have a mortgage to cover which was a concern. Thankfully my background in
financial services has given me the skills to manage a budget and be sensible
with money, I have adapted well but I worry that I will graduate worse off than
when I started my degree.
I was concerned that I would find the return to studying a culture shock
however returning to education was a very different experience as I was far
more self-motivated and passionate about my studies than I had been at a
younger age. I think the fact that I had chosen to study something I wasinterested in and that I was responsible for how successful I would be gave
me the drive to manage my time well and embrace all aspects of my course.
I am now in the second year of my degree and I have found the challenges of
returning to education very rewarding.
My advice to anyone considering returning to higher education would be to
make sure you chose a course you have a passion for, if you love what you aredoing the rest will fall into place and for the most part it wont feel like work!
Case study NAME: Lise-Ann BAGE: 27STUDYING: BA Hons Architecture at Birmingham City University
QUALIFICATIONS: A levels
11
After a number of job moves Irealised I was not happy and Ibegan to reflect on where mypassions and interests lay.
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12
The range of qualifications you can achieve in higher education is wide.
DEGREES
Degrees are very widely recognised and respected, and come in many forms,
for instance BA, BSc, BMus, BEd etc. Most higher education qualifications are
at degree level, and can be broadly divided into full-time and part-time study.
Part-time degree courses are normally taken over a longer period, usually five
years or more. Precise times may vary according to individual institutions but
increasingly they are able to offer flexible arrangements to suit your needs.
You can usually gain a degree through full-time study over three years, though
some courses take four years or longer, especially in Scotland.
If you are interested in more than one subject, you may be able to study
a combination as part of your course, for example, English literature and
psychology. You can often decide for yourself how much time you would like
to spend on each subject.
g Joint: the two subjects are studied equally, 50/50
g Major/Minor: the time spent is usually 75/25
g Combined honours: start with up to four subjects, and usually specialise
in two subjects in years two and three.
MODULAR DEGREES
The majority of higher education institutions have now adopted a modularstructure for courses. This means that students can build a personalised
degree by choosing modules or units of study from different subject areas. In
some cases, there is no doubt that modularity provides a wonderful level of
flexibility and helps mature students to negotiate personalised programmes
that perfectly match their needs. However, you also should be aware that this
can be demanding: highly developed time management skills are a must and
there may be constraints on what modules you can combine.
SANDWICH COURSES
Certain vocational courses include a year of working within the industry as part
of the course. This will usually be for the third year of a degree course or the
second year of an HND and, depending on the employer, may be full-time paid
employment. The purpose of this is to gain valuable experience in a profession
you might consider after completing your higher education course.
FOUNDATION DEGREES
A foundation degree is the equivalent of the first two years of an honours
degree, may be studied full- or part-time, and consist of academic study
integrated with relevant work-based learning undertaken with an employer.
It may be studied as a stand-alone qualification or upon completion you may
progress to the final year of an honours degree. Visit www.ucas.com/students/
choosingcourses/choosingcourse/foundationdegree for more information and
to use the foundation degree course search facility.
HIGHER NATIONAL DIPLOMA (HND) AND HIGHER NATIONAL
CERTIFICATE (HNC)
HND and HNC courses are generally related to particular career areas, for
example agriculture, art and design, business studies, or hotel and catering,
and are validated by the Edexcel Foundation (England, Wales and Northern
Ireland) and the Scottish Qualifications Authority (Scotland).
HNDs are fully recognised by employers as valuable qualifications and
comprise units of study. They are usually taken full-time over two years, or
longer if they are taken part-time or include work experience or a placement inindustry. Some successful HND students later transfer to the second or
occasionally the third year of related degree courses.
HNCs are a popular part-time study option for those in work, though they can
also be taken full-time.
Qualifications you can achieve
STEP 1 CHOOSING COURSES
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DIPLOMA OF HIGHER EDUCATION (DipHE)
Two-year full-time DipHE courses are offered by some universities and
colleges. These courses are normally equivalent to the first two years of a
degree course and can often be used for entry to the third year of a related
degree course. There are relatively few DipHE courses and these are mainly
linked to vocational areas such as nursing and social work.
NURSING COURSES
Nursing courses vary between universities and colleges, but all higher
education courses help to prepare candidates for admission to a relevant part
of the NMC Professional Register. The degree courses, whilst covering the
standard nursing practice and education, also incorporate areas of academic
discipline such as psychology, sociology, biology and physiology not included in
the diploma curriculum. (Diplomas will be phased out between 2011 and
2013.) Details of the specific areas covered should be obtained from the
individual universities and colleges.
Find out more about degrees and diplomas in nursing on the NHS Careers
website at www.nhscareers.nhs.uk.
13
STEP 1 CHOOSING COURSES
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The Open University
PO Box 197
Milton Keynes MK7 6BJ
t 0845 300 6090
// www.open.ac.uk
The Open University (OU) is the United
Kingdom's only university dedicated to
distance-learning. Visit
www8.open.ac.uk/about/main/faculties-and-
centres/national-and-regional-centres/
to find your local OU centre.
The Open University in Ireland
110 Victoria Street
Belfast BT1 3GNt 028 9024 5025
f 028 9053 6208
// www3.open.ac.uk/near-you/ireland/
The Open University in Scotland
10 Drumsheugh Gardens
Edinburgh EH3 7QJ
t 0131 226 3851
f 0131 220 6730
e [email protected]// www3.open.ac.uk/near-you/scotland
The Open University in Wales
18 Custom House Street
Cardiff CF10 1AP
t 029 2047 1019
f 029 2038 8132
// www3.open.ac.uk/near-you/wales
National Extension College (NEC)
Michael Young Centre
Purbeck Road
Cambridge CB2 8HN
t 0800 389 2839
// www.nec.ac.uk
A not-for-profit organisation, the National Extension College
has been providing distance learning courses for over 40
years, to help people of all ages fit learning into their lives.
Open College of the Arts
Michael Young Arts Centre
Redbrook Business Park
Wilthorpe Road
Barnsley S75 1JN
t 0800 731 2116
// www.oca-uk.com
The Open College of the Arts was established in 1987 and
offers courses in art history, creative writing, fine art, music,
photography, film & digital media and textiles. Students can
study courses to develop skills or to gain credits towards a
degree.
Association of BritishCorrespondence Colleges (ABCC)
t 020 8544 9559
// www.homestudy.org.uk
The only trade association in the UK dedicated to distance-
learning providers.
National Institute of Adult Continuing Education
(NIACE)
Renaissance House20 Princess Road West
Leicester LE1 6TP
t 0116 204 4200/4201
minicom 0116 255 6049
// www.niace.org.uk
The NIACE aims to encourage all adults to engage in
learning of all kinds, and has a direct concern with
England and Wales.
Learndirect
PO Box 900
Leicester LE1 6XJ
t 0800 101 901
t 0808 100 9000 (Scotland)
// www.learndirect.co.uk
Learndirects Learning through Work allows you to gain a
university level qualification without leaving the workplace. A
flexible distance-learning scheme, it's based on the idea that
learning forms an everyday part of your working life.
Hotcourses
// www.hotcourses.com
CONTACTS FOR FULL-TIME AND PART-TIME COURSES
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15
Remember
g Preparation and research is vital: spend time working out what is the right
course for you.g Make sure the course actually covers the areas you want to study.
Courses with the same title can vary surprisingly in content. A very good
way to differentiate between courses is by looking them up on the UCAS
website (www.ucas.com). There you will find that 90% of courses listed in
Course Search have Entry Profiles.
g Entry Profiles are compiled by university or college staff, and provide
information about the course, specific entry requirements, career
possibilities, and the qualities or experience admissions staff are looking
for in applicants. They also provide information about an institutions
admission and selection criteria and details about accommodation,
access for students with special needs, open days and student life.
g Make sure you check whether any parts of the course are compulsory,
and when you have to choose between options.
g Check what opportunities there will be to change track later in the course
if you need or want to.
g Find out how many mature students are currently enrolled on the courses
you are interested in.
g Getting to know and mixing with school leavers can be interesting and
educational in itself!
g Mature students can play important roles as figures to whom younger
students can relate. Your experience of life and work will bring an extra
dimension to seminar and tutorial groups which will be highly valued.
HELPFUL WEBSITES
www.ucas.com
www.ucas.com/students/coursesearch
www.direct.gov.uk/unistats
www.skill.org.uk
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Many courses in higher education place considerable emphasis on your ability
to learn independently. Methods and styles of learning and teaching will vary
considerably, both from one subject to another and from one institution to
another.
The way courses are taught affects the number of hours spent on campus and
the flexibility with which these can be managed. Some courses will include
fieldwork, perhaps with residential periods away during holidays, and others
will involve work placements or periods of study abroad. The time, cost and
disruption implications of these need to be carefully assessed.
The impact of this on the life of mature students is significant, particularly
when family life has to be taken into account.
Generally, arts and social science courses will use a mixture of lectures,
seminars and tutorials, while technical and scientific courses will tend to place
more emphasis on practical sessions, laboratory work and workshops. The
hands-on approach will also apply to dance, music, drama, and art and designcourses. The more practical the subject, the more practical the learning is
likely to be, with an increased emphasis on doing rather than discussing.
Learning and teaching methods akin to the old-fashioned classroom still exist,
but increasingly you will encounter experiential learning - learning through
experience or doing. The gaining of knowledge and understanding is still very
important, but higher education recognises its own role in building transferable
abilities and skills that will assist students throughout their lifetime of learning,
training and work.
In all cases you should read prospectus and website information carefully for
each institution and course you are considering, to weigh up which approach
will suit you best. You may also wish to find out the number of students likely
to be entering the courses in which you are interested, the probable sizes of
lecture and seminar groups, and the ratio of staff to students. This will give
you some idea of the context in which you will be studying do not be
surprised if, particularly in the first year, your lectures seem to be for very large
numbers of students. Seminar groups are smaller and, once the ice is broken,
you may well find that your life experience gives you a sound basis for
contributing to the discussions.
Many institutions encourage students to contact their tutors through email
rather than relying on face-to-face meetings. Though this may seem
impersonal, it is actually a very speedy and efficient way for a busy tutor to
keep in touch with several hundred students.
Another development which will be new to many mature students is the
widespread move away from the three-term year in favour of two periods ofstudy known as semesters.
METHODS OF ASSESSMENT
The traditional method of assessment in higher education has been the formal
unseen examination at the end of the year, and this still exists though it is
usually combined with continuous assessment during the year. The kinds of
work that will need to be presented for assessment, apart from exams, include
project portfolios, coursework, case studies and course presentations.
Learning and teaching methods
STEP 1 CHOOSING COURSES
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STEP 1 CHOOSING COURSES
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17
Choosing your university or college
STEP 1 CHOOSING COURSES
NEAR OR FAR?
If you have the flexibility to do so, it is a good idea to look as widely as
possible to find the university or college and course which suits you best.
Even if you are tied to a particular region, in many areas there will be some
choice of universities and colleges within reasonable travelling distance.
If you plan to be home-based, and want to apply for a highly competitive
course, you may wish to research some alternatives offered by other
institutions in the area. If you are limited to a single local university or
college, you may want to look at the full range of courses it offers to see
if there is something which appeals that you did not originally consider.
The coverage of the United Kingdom by universities and colleges
is patchy, and there are some regions, particularly rural areas, where there
is relatively little higher education provision. Increasingly, however, higher
education courses, or at least segments of them, are available in further
education colleges.
In some cases, the local further education college will teach most of a degree
course, but it will be validated, and the degree awarded, by a university.
In other cases, the university may have franchised the first year of study of a
course to be taught locally by the further education college, after which you
transfer to the main university campus. The advantage is that you can take
higher education courses close to home, but the disadvantage is that you
will miss some of the benefits of studying in a higher education environment
for at least a part of your course.
If you are more mobile, you will obviously have a greater choice when
selecting the university or college most suitable for you. Applying without
having set foot in an institution is not a good idea, so take every opportunityto visit the places that interest you. To do this, you may find Open Dayshelpful.
This is a publication that UCAS produces every year listing the open days,
taster courses and education conventions that are held throughout the year.
See page 33 for how to order a copy.
For complete flexibility you can choose distance learning. The most well-known
provider of home-based courses is the Open University (see contact details on
page 14), but if this option is of interest to you it would be worthwhile to askwhether any of the courses you want to consider at other institutions are
available in this mode.
STEP 1 CHOOSING COURSES
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There are many different kinds of universities and colleges, each with their
own distinctive character and merits. Some are centuries old; others have
come into being more recently. Most are large institutions, but the student
numbers vary considerably from one to another. Many offer a wide range
of courses, but some may have a focus on, for example, technology or
vocational courses.
Higher education courses are offered by:
g
universities and colleges of higher education
g single-discipline higher education institutions, such as medical schools,
agricultural colleges, colleges of art and design
g colleges that are within the further education sector, but which
increasingly offer some courses at higher education level.
The settings of universities and colleges vary enormously, ranging from large,
multi-site, city-centre institutions to campus universities or small colleges in
attractive countryside. While most universities and colleges have excellent
facilities, there will often be significant differences between institutions in:
g the provision of sports and recreational facilities
g the provision of support for mature students, for example, child
care facilities
g opportunities for extra-curricular activities
g learning support.
CHECKING THE QUALITY OF COURSES
Newspapers publish all sorts of league tables, but these should be treated
with some caution. They are unlikely to tell the full story and the factors they
highlight may not be the ones which matter most to you. If you want to find
out more about each of the universities and colleges in the UK from a purely
factual point of view, then have a look at their prospectuses and websites.
These can be accessed through UCAS Course Search at www.ucas.com. This
will also give links to the Entry Profiles giving further information about
courses. Courses are unlike most consumer products and the concept of a
best buy is not really appropriate. What will be best for you might not suitsomebody else. You may, for completeness, also wish to consult the survey
data collected annually by the Higher Education Statistics Agency (HESA). See
www.hesa.ac.uk for more information.
UNISTATS
The Unistats website (www.direct.gov.uk/unistats) can help you compare
subjects across different UK universities and colleges. The site is brought to
you by UCAS and the Higher Education Funding Council for England (HEFCE)on behalf of the four funding bodies of UK higher education. Find out what
over 220,000 students thought about the quality of their higher education and
how satisfied they were through the National Student Survey, UCAS points on
entry, degree achievements and employment prospects.
What kind of university or college?
The Higher Education Statistics Agency (HESA)
95 Promenade
Cheltenham GL50 1HZt 01242 255 577
f 01242 211 122
// www.hesa.ac.uk
18
STEP 1 CHOOSING COURSES
STEP 1 CHOOSING COURSES
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ACCOMMODATION
Many mature students attend their local university or college, either
part- or full-time, for financial reasons or because of family or other
commitments. Many part-time students continue in their existing employment.
In each case they are likely to be home-based.
However, if you hope to move away in order to study, the availability and cost
of accommodation will be an important factor, particularly if you have
dependants. Many institutions have halls of residence, with or without catering
provided, some single sex, some mixed. While a number guarantee first-year
students accommodation, it is common for students in later years to wish to
find bed-sits, flats or houses from the private sector with the help of the
institution's accommodation office.
An increasing number of universities and colleges make some specific
housing provision for mature students and for their spouses and/or children.
You should make early contact with the accommodation office, particularly
if you need family accommodation. You will find that facilities and costs varyconsiderably from one institution to another. Unless you are in a particularly
favourable financial position, you will probably have to make some sacrifices
and shouldn't expect your general standard of living to match what you have
been used to.
TRAVEL BETWEEN SITES
In recent years, many universities and colleges have expanded into additional
premises and some institutions have been created through mergers of a
number of establishments in a town or city. In either case, the result can mean
considerable travel between sites. It is certainly common to have to travel
between student residences and the teaching buildings and the costs and time
involved may be significant. You should check to see what distances may be
involved, whether frequent transport is provided, and how much it will cost
you.
CHILD CARE
If you are going to need support of this kind, contact the student services
office of your chosen university or college at an early stage to find out what
child care provision is available, how much it will cost and whether it will give
you sufficient time to study. Facilities vary considerably and there is often
competition for places. It is therefore a good idea to apply early for places
at a nursery or creche.
Alternatively, contact Daycare Trust, a charity whose aims include promoting
child care facilities within higher education, for advice on provision and
benefits.
You can also visit http://childcarefinder.direct.gov.uk/childcarefinder/, which is
a government service providing information on local and national childcare.
Daycare Trust
2nd Floor, Novas Contemporary Urban Centre
73-81 Southwark Bridge Road, London SE1 0NQt 0845 872 6260
f 020 7940 7515
// www.daycaretrust.org.uk
Childcare Link
For information regarding childcare provision in your local area, go to
// http://childcarefinder.direct.gov.uk
STEP 1 CHOOSING COURSES
STEP 1 CHOOSING COURSES
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ACCESS COURSES
Some adults may not have the formal entry qualifications for higher education,
but clearly exhibit the energy, enthusiasm and commitment necessary for
successful study.
Programmes specifically designed to offer an alternative route into higher
education for older students are available throughout the UK, and are suitable
for those who do not have qualifications such as A levels. In England, Wales
and Northern Ireland these are known as Access to Higher Education courses
and, in Scotland, SWAP (Scottish Wider Access Programme) delivers these
programmes. They are mostly available through further education colleges,
and some adult education facilities, community centres and colleges and
universities.
In practice, some programmes are linked to particular degree subjects and on
completion may offer a guaranteed place at a particular university or college
on a particular type of course. Others are not specifically tied to a subject area
and concentrate on offering a general progression to higher education by
developing key transferable skills, English or communications, numeracy andinformation technology, all with tutorial support.
Access programmes are designed to be flexible: start and finish times can fit
in with other commitments and many institutions run creches and nurseries.
Most courses are modular in structure so you can build up credits at a pace
that suits you and your circumstances. There are full-time and part-time
Access courses. Find out more information and search for QAA-recognised
courses at www.accesstohe.ac.uk. For information about programmes taught
in Scotland, visit www.scottishwideraccess.org
NATIONAL VOCATIONAL QUALIFICATIONS (NVQS), AND SCOTTISHVOCATIONAL QUALIFICATIONS (SVQS)
Most employers readily see the benefits of involving their workforce in on-
going training, though some are more willing than others to invest money in
staff development.
Many employees now have gained NVQ/SVQ qualifications in occupations as
diverse as agriculture, construction, beauty, leisure & tourism, and motor
vehicle studies. Where the qualification is relevant and agreement can be
reached, these qualifications will be taken into account in fulfilling the entry
requirements for higher education.
OTHER ROUTES
g The Open University (OU) offers a range of short courses called Openings
preparing for study with the OU in particular areas, from management to
arts, from understanding children to exploring sport. It also offers support
in developing study strategies.
g A number of colleges and other institutions list courses that prepare you
for further study but are not aimed specifically at higher education. It is
important to check that the programme is going to offer a good
grounding for the course of study you have chosen.
g It is advisable to undertake some study prior to starting the course. This
could be a subject related to the course or general study skills. You can
get advice on this from the college or university where the course is run.
g Pre-Access courses help when you are unsure about what you want to
study you look at a range of subjects while building up your confidence
and skills and checking that you do enjoy studying.
WHAT IF I ALREADY HAVE SOME QUALIFICATIONS OR RELEVANTWORK EXPERIENCE?
Accreditation of Prior Learning (APL)
APL is the overall term widely used for the recognition of, and award of,
academic credit on the basis of demonstrated learning that has occurred at
some time in the past. This learning may have come about as the result of a
course, or self-directed study, or as the result of experience either at work or
in leisure pursuits.
It is used in further education, adult education and higher education for the
purpose of:
g entry into a course or programme
g advanced standing on a course or programme
g credit against some of the outcomes of a course or programme that will
count towards an award.
Arrangements for APL will vary between institutions. Look on their websites
and contact the admissions tutor for the subject area you are interested in to
discuss the possibilities..
There are many routes into higher education
STEP 1 CHOOSING COURSES
20
STEP 1 CHOOSING COURSES
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Accreditation of Prior Experiential Learning (APEL)
This is an extension of APL so that it includes assessed learning gained from
life and work experience. It can gain you entry to a course of study, sometimes
at an advanced level, but you must be aware that the collection and
assessment of the evidence you have to provide is complex and time-
consuming. You still apply through UCAS, but you should contact your chosen
universities and colleges first to discuss whether APL or APEL is acceptable
and what evidence they will need.
Both APL and APEL are used to help students progress onto a course where
their previous learning overlaps with the area of study. It is far more difficult to
use them between very different subject areas.
OTHER OPTIONS
There are various other return to study or similar programmes at colleges or
adult education centres contact your local college or local education
authority to find our whats available in your area. Visit www.learndirect.co.uk
for other distance learning options. You can also work independently usinglibrary and internet facilities to improve your background knowledge and study
skills in preparation for entering higher education.
Some mature students enter higher education with traditional qualifications
while others start their higher education journey by enrolling for GCE A and AS
levels, Scottish Highers, BTEC National or other qualifications. But it is always
worth bearing in mind that many universities and colleges welcome mature
students with other qualifications, such as Open University credits, Access
course credits and professional qualifications, and do not always insist on
prescribed qualifications when considering applications from mature students.
If you have not been in formal education for some years, you could take
an Access course at a local college to brush up your study skills. If you leftschool with few or no qualifications, this will help you to prepare for your
return to study and at the same time get entry qualifications for your course.
See page 20 for more information about Access courses.
The standard entry requirements for school leavers are provided in Course
Search on the UCAS website (www.ucas.com).
PROVIDING EVIDENCE OF YOUR ABILITY TO STUDY AT HIGHER
EDUCATION LEVEL
When applying for university of college, you will need to provide evidence of
your ability to study at the appropriate level, or evidence of relevant
experience, or both. There are no standard entry requirements for mature
applicants and exact requirements will vary.
It is therefore a very good idea to make direct contact with the admissions
tutors for the course(s) in which you are interested. You can ask for an
appointment to discuss your situation and the options available before youmake a formal application. Sometimes you will have to provide a detailed
curriculum vitae (ie a written list of your education achievements and your
employment history). Any qualifications taken several years ago for example,
the CSE (Certificate in Secondary Education) or GCE O level will still be taken
into account.
It is important to be aware of the competition you may face when applying to
university or college; whatever your age of qualifications, it is always moredifficult to obtain a place at a popular institution or on an over-subscribed
course.
Flexible admissions policies
STEP 1 CHOOSING COURSES
STEP 2 APPLYING
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THE UCAS SERVICE
UCAS is the central organisation that processes applications for full-time
undergraduate courses at UK universities and colleges. This means that each
year we process approximately two million applications from more than
600,000 applicants for places on around 50,000 courses.
All applicants rely upon the high levels of customer service on which we have
built our reputation. All the team here work hard to ensure that all applicants
are given the support they need. We also offer students the opportunity to
track the progress of their applications and to respond to offers, day or night,using our website.
We do not deal with applications for part-time or distance learning courses.
Application for these courses is made direct to the institutions concerned.
Applications to the Open University and Open College for the Arts should
also be made direct (see page 14 for contact details).
We effectively act as an intermediary between you the applicant and the
universities and colleges to which you apply. It is our job to ensure that there
are fair, consistent and easily understood procedures which operate in the
interests of both applicants and institutions.
APPLY
The way to apply is online at www.ucas.com. If you are applying through a
college or careers office that administers the Apply system, you will be given a
buzzword to enter the system. If you are applying independently, you will be
registering as an individual. Apply is also available in Welsh.
YOUR REFERENCE
Your application will normally require a reference. Your referee will typically be:
g a tutor from your current or recent studies
g an adviser who knows you
g a present or former employer.
A relative or someone who is a friend only cannot act as your referee.
Someone who knows you well and will provide an objective, professional
reference is the answer if you are not in employment and have neither a tutor
nor an adviser to help.
WHEN TO APPLY
There are three different application deadline dates of which you need to
be aware:
g 15 October application deadline for the receipt at UCAS of applicationsfor all medicine, dentistry, veterinary medicine and veterinary science
courses and for all courses at the universities of Oxford and Cambridge.
g 15 January application deadline for the receipt at UCAS of applications
for all courses except those listed above with a 15 October deadline, and
art and design courses with a 24 March deadline. Visit Course Search at
www.ucas.com to find out which art and design courses have a 15
January or 24 March deadline.
g 24 March application deadline for the receipt at UCAS of applications
for art and design courses except those listed with a 15 January
deadline. Visit Course Search at www.ucas.com to find out which art and
design courses have a 15 January or 24 March deadline.
It is in your interests to apply by these dates if possible. After these dates we
continue processing applications in the normal way, although some courses do
fill their places from applicants who apply on time. So long as you apply before
30 June, we will forward your application to your chosen universities and
colleges for consideration. You can still apply after 30 June, but then you do
not fill in any choices in Apply and we enter you straight into Clearing (see
page 25).
COURSE START DATES
Although there are three application deadlines as listed above, it is important
to check when the courses you are interested in will start, as some start
between January and May. Check the start dates on the Course information
screen in Course Search on www.ucas.com. For courses that start between
Getting your place
STEP 2 APPLYING
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January and May, you may need to apply well before the start date as the
universities and colleges will need time to consider your application. You must
contact the university or college direct for advice about when they need your
application. Although some will be happy to receive applications right up to
the start of the course, be prepared to send your application early.
Please remember you do not have to apply for all your choices at the same
time. You can add further choices (until 30 June 2012) as long as you have
not used up all your choices and have not accepted a place.
If you are studying on an Access course, you may well have been on the
course for only a short time before you apply. Your referee might feel able to
supply only an interim reference on the UCAS application by the closing date,
in which case they can supply an updated reference direct to universities and
colleges at a later date.
Whenever you are applying, it is a good idea to make contact with the
admissions tutors for the courses in which you are interested before you
actually apply. Making informed, realistic choices on your application will
increase your chances of success.
Once you have applied, you will be able to use our interactive system, Track,
to view your application, to add further choices where appropriate, to change
your address, telephone details, to reply to offers and to cancel choices in
which you are no longer interested. To log on to Track you will require the
username created for you when registering for Apply plus the password you
chose at the same time. Full details will be given in your welcome letter andtheApplicant Welcome Guidethat accompanies it.
THE APPLICATION FEE
The application fee for 2011 entry is 22 for up to five choices, but there is a
reduced fee of 11 if you decide to apply for one course at one institution
only. This does not stop you from adding up to four more choices later, but you
would then need to pay a further 11.
UCAS CARD
The UCAS Card is more than just a card. You can use it as a discount card on
the high street, but you get so much more than just discounts and offers in
your favourite shops.
If you're a mature student thinking about higher education, sign up for the
free UCAS Card at www.ucas.com/ucascard to receive all these benefits...
g Save money on the high street with your UCAS discount card.
g Information about the courses and universities you're interested in.
g Expert help from Giles, the UCAS adviser with reminders, hints and tips.
g Unlimited use of www.yougofurther.co.uk, the UCAS student network
website.
STEP 2 APPLYING
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COMPLETING YOUR APPLICATION
You have a maximum of five choices to use as you wish. Up to four of these
choices may be used for any one of medicine, dentistry, veterinary medicine or
veterinary science, You have no more than one course choice at either the
University of Oxford or the University of Cambridge (unless you are already a
graduate). If you are applying to more than one course at the same university
or college, it would be advisable to refer to your different areas of interest
within your personal statement.
Before filling in your application go to www.ucas.com and have a look at our
UCAStv video guides, which include:
g How to fill in your application
g Choose your courses
g Disabled students
g
Entering your qualificationsg International students
g Personal statement.
When you apply online, all the instructions you need are automatically
provided, together with comprehensive help text. Take care with your
application, because you may not be interviewed and this could be your only
chance to impress.
If the idea of going to an interview is daunting, listen to the advice of oneexperienced careers adviser: Good preparation is the key to a successful
interview. This means getting in tune with the interview panel by reading,
whenever possible, the sort of newspaper that is a quality read rather than a
tabloid. This is vital for keeping abreast of current developments in your
chosen field of study. It is also useful to run through the different types of
scenario you might face, such as an individual interview, writing an essay, a
campus tour, making a presentation, a group interview.
Time taken getting your application just right is never wasted. Applying online,it is easy to make changes as you complete the application. You simply don't
submit it until you are satisfied. However, once you have sent it, you cannot
retrieve it.
Most of the information requested is straightforward and factual, for instance
personal details, previous employment and qualifications just remember the
information you give must be true and complete. To help the universities and
colleges reduce the risk of harm or injury to their students caused by criminal
behaviour, our application asks whether you have any relevant criminal
convictions. Such a declaration may not make any difference to an application,but false declarations can lead to expulsion.
PERSONAL STATEMENT
Your personal statement needs careful thought and planning, and must be in
your own words we run software which will verify that your personal
statement is your own work. If your personal statement appears to have been
copied from another source, we will inform the universities and colleges to
which you have applied. They will then take the action they consider
appropriate. We will also contact you by email.
An experienced manager of support and guidance at a large college has this
advice for mature students: Use positive action words to describe your
experiences. This is particularly important for vocational courses; words like
produced, observed, analysed and discussed all show that you can
critically evaluate experiences. You then need to match this to your chosen
institutions' general or course requirements. Avoid stereotyped phrases such
as "I enjoy being with people" or "I'm a good listener". Try instead to make
effective use of key linking sentences, such as "taking part in... has enabled
me to...". In doing so, you should have a personal statement that is coherent,
comprehensive and organised.
If you have extra information you would like your universities or colleges
to see, send them the documents direct after applying, quoting your
Personal ID.
Your application must normally contain a reference. If, however, you are
applying to one university or college only and their admissions office has toldyou that it is unnecessary, you can indicate this. If you later apply to other
universities and colleges, you will need to provide them with a reference direct.
The application process:Completing your application
STEP 3 OFFERS, STEP 4 RESULTS, STEP 5 - NEXT STEPS
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The application process:After you have applied
AFTER YOU HAVE APPLIED
Dont forget that you can monitor the progress of your application online using
UCAS Track, which also enables you to change your address details, reply to
offers and cancel choices in which you are no longer interested.
The following is a brief outline of some of the main points of the scheme.
g We send details of your application to each of your choices.
g Each institution will consider your application independently and
send us a decision to pass on to you. Universities and colleges do
not know any details about your other choices.
g An offer may be unconditional, which means that the university or
college is happy to admit you without any further qualifications or
hurdles. If you accept the offer, you are placed there.
g In many cases, universities and colleges will make a conditional offer,
which means that you have to satisfy whatever conditions are required
of you before the place can be confirmed. The offer might, for example,
be subject to satisfactory completion of an Access course.
g You can firmly accept one conditional offer, which means you have made
a commitment to go to that university or college if you fulfil its conditions.
g If your firm choice is a conditional offer, you can also hold one other offer
(which may be conditional or unconditional) as an insurance. This means
that if you do not meet the conditions of the firm offer, but do meet theconditions of the insurance, you will be placed at the latter.
g Extra provides an additional choice through UCAS for those who have
been unsuccessful at all five choices or have turned down all offers. Extra
operates from the end of February to the end of June. Universities and
colleges list their vacancies on Course Search at www.ucas.com. If you
are eligible for Extra, you can refer your application electronically to any
course with vacancies.
g Each year some applicants pass their exams with better results then
expected. And this may mean that some will have not only met the
conditions of their firm offer, but will have exceeded them. For these
applicants the Adjustment period is an opportunity to reconsider where
and what to study they have the option to find an alternative place,
whilst still holding their original confirmed offer.
g Clearing is a service available between July and September. It can help
people without a university or college place to find suitable vacancies on
higher education courses. During Clearing, UCAS publishes information
about vacancies at universities and colleges through the UCAS website
and national newspapers. If you already have your qualifications and you
have been unsuccessful, we would advise you not to wait until Clearing
before contacting other universities and colleges direct to see if they are
prepared to consider your application. The timing of confirmation of offers
in July/August, and of the Clearing process, is largely geared to the needs
of students taking qualifications like GCE A level, Scottish Highers or their
equivalents. There is no need for mature students to wait until then if you
are not awaiting examination results. Admissions tutors are more likely to
have the time to give you individual attention earlier in the year.
Please visit www.ucas.com for more detailed information and guidance about
the application process.
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The application process FAQS
QUALIFICATIONS AND OTHER ENTRY REQUIREMENTS
I cant find my certificates, cant be certain of my results, and dont
know the awarding body details. What can I do?
Check with the school where you took the exams to see if they can provide the
results or confirm the awarding body. If they cannot provide the results, the
awarding body should be approached for replacement certificates.
If the school doesnt exist any more, try your Local Authority, as they may have
taken over the records of the former school. Contact details for your LocalAuthority can be found at www.direct.gov.uk.
If neither of these options help, contact the universities to which you are
applying to discuss if they would be prepared to accept any alternative proof of
qualifications.
Do I need to have evidence of recent study?
Check with the institutions you are applying to directly. See pages 20-21 for
more information.
Is it true you need GCSE English and maths to study at university, and if
so what are accepted as alternatives?
Most institutions do have general academic requirements; you should check
their prospectuses and websites, and if necessary contact them to find out
what they will accept as alternatives.
Do I need a Criminal Records Bureau (CRB) check for the course Ive
applied to, and if so how do I get one?
This information is usually included as part of the Entry Profile on the UCAS
Course Search at www.ucas.com, and would normally be specified as part of
any offer made. If you need a CRB check the institution will normally initiate
the process, but you should contact them direct with regard to timings and
other information.
YOUR APPLICATION
Ive been working abroad, so my reference will be written in a foreign
language. Do I need to get it translated and if so does it need to be a
certified translation?
Contact the institutions to which you are applying. They will definitely want the
reference written in English, but may be happy for you to translate it.
I want to add more details to the Employment section of my application.
What should I do?
If you find this section too small (for example, if you have had several jobs) and
feel more information would benefit your application, send full details, quoting
your Personal ID, to your chosen universities and colleges once your
application has been processed by us. Alternatively, you can provide more
details in your personal statement.
Why cant I use a paper application form?
We will not send out any paper application forms for 2012 entry unless there
are exceptional circumstances for needing one. Paper applications take much
longer to process and phasing them out is part of our environmental policy.
Apply is our secure web-based application system. It is easy and intuitive to
use and will help you make accurate and timely applications. You can use
Apply anywhere that has internet access and can rework and resave your
application as necessary.
If you cannot find the answer to your question here, there is a whole section
dedicated to mature students on the UCAS website at
www.ucas.com/students/wheretostart/maturestudents/.
STEP 6 STARTING UNIVERSITY OR COLLEGE
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What to expect life as a student
COPING WITH STUDY
One of the big things many mature students worry about is how they will cope
with the academic work if they go to university or college. It may be years
since they were in a classroom and they may not have been top swots then.
The fact is that the university or college that takes you on will have confidence
that you can cope with the work. It may be because of the life you have led to
date, which includes achievements that equate with higher study, or it could
be the results of your Access course.
So what kind of basic study skills do you need?
You need to understand not only how to learn, but also how to:
g organise your time
g take notes
g read effectively
g research, analyse and draw conclusions
g write essays and reports.
An Access course will help you brush up on all these skills, but don't
underestimate skills which you might take for granted. For example, if you
have brought up a family successfully, there is a good chance that you know
how to organise your time and are a quick learner because every successful
parent is that.
FAMILY AND FRIENDS
It is important to prepare your family and friends for your change of lifestyle, as
those around you will have to come to terms with many differences.
Relationships are bound to change to some extent. Your views might alter
significantly because you will be exposed to other ways of thinking and this
can strain some relationships if you are taken unawares by it.
Depending upon your personal family circumstances, you will need to discuss
your plans in some depth with all those who are likely to be affected and come
to a working agreement about how best to handle any area of difficulty.
Sort out in advance areas such as finance, child care and travel, and negotiate
priorities for the way in which you are going to run your life as a student.
It might be a good idea to draw up a schedule of how you would manage your
time in a typical week as a student. To do this, you will need to find out the
likely timetable for the course you are interested in and roughly how much
time you will want to spend on campus, for example, in the library, or atsocial events.
You will meet many new people and make lots of new friends as a student.
This will enrich your life and give you opportunities to contribute to the student
community. You may not always find your course easy and life as a mature
student will have its challenges, but you will have the benefit of studying with
others who have similar interests and meet the same problems. They will be
there to provide mutual support when the going gets tough, and they will value
the support you can provide too.
Watch mature student Susan Hallisseys case study of her experience of
higher education at www.ucas.tv.
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Going to university or college is one of the biggest investments you can make.
Do you know how much it is going to cost you and what help is available? The
links below will help you find the information you need.
THE COST OF STUDYING IN THE UK
As a student, you will usually have to pay for two things: tuition fees for your
course, and living costs such as rent, food, books, transport and
entertainment. Fees charged vary between courses, as well as between
universities and colleges, so its important to check these before you apply.
The UCAS Course Search at www.ucas.com/students/coursesearch will be
available from mid-May 2011. Course fee information will be added in early
July for each course, or you can contact the universities and colleges direct.
If you're studying in Scotland and already live there, you normally aren't
required to pay tuition fees. Check the Student Awards Agency for Scotland
(SAAS) website www.saas.gov.uk for further information.
STUDENT LOANS
The purpose of student loans from the Government is to help cover the costs
of your tuition fees and basic living costs (rent, bills, food and so on). Two types
are available: loans to cover the tuition charges and loans to cover living costs.
Both types of student loan are available to all students who meet the basic
eligibility requirements. Interest will be charged on a varying rate up to inflation
(RPI) plus 3%. In addition, many other commercial loans are available to
students studying at university or college but the interest rate can varyconsiderably.
Find out more information from the relevant sites below:
England: Student Finance England - www.direct.gov.uk/studentfinance
Northern Ireland: Student Finance Northern Ireland -
www.studentfinanceni.co.uk
Scotland: Student Awards Agency for Scotland -www.saas.gov.uk
Wales: Student Finance Wales - www.studentfinancewales.co.uk
Important information for students entering English universities and
colleges from 1 September 2012
At the time of writing, the Department for Business, Innovation and Skills (BIS)
has announced changes to student finance, subject to parliamentary approval:
g Any university or college will be able to charge a graduate contribution of
up to 6,000 a year. In exceptional cases, universities will be able to
charge up to 9,000, subject to meeting much tougher conditions on
widening participation and fair access.
g As is the case now, students in England will not have to pay up-front for
their tuition, as Government loans will be available to most students.
Students only start to repay these loans once they are earning over
21,000 per year.
g A new 150m National Scholarships Programme will be targeted at
bright potential students from poor backgrounds.
g Students from families with incomes of up to 25,000 will be entitled to a
non-repayable grant of 3,250 to help with loving costs and those from
families with incomes up to 42,600 will be entitled to a partial non-
repayable grant.
g Loans to help with living costs will be available for all eligible students,
irrespective of family income.
g Many universities and colleges will also offer non-repayable scholarships
and bursaries to help students cover tuition and living costs whilst
studying.
Money, money, money
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NB. The information in this section was up-to-date when this booklet was published. You should visit the websites mentioned in the section for the very
latest information.
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how-to guides
case studies
applicant video diaries
Want to see UCAS in action?Visit www.ucas.tv to watch
at the heart of connecting people to higher education
30
g All eligible part-time undergraduates who study for at least 25% of their
time will be able to apply for a loan to cover the costs of their tuition,which means they no longer have to pay up front. They will not be eligible
for maintenance support.
There will be extra support for disabled students and students with child or
adult dependants.
For more information on the proposed changes in England please visit
www.direct.gov.uk/studentfinance.
NHS BURSARIES
NHS bursaries are available to UK students on courses leading to certain
health professions. If a university or college offers you a place on such a
course, the NHS Student Grants Unit will send you a bursary application pack.
If you are applying for a course that is funded by an NHS bursary, you shouldalso visit www.nhsbsa.nhs.uk/students or www.saas.gov.uk.
ADDITIONAL HELP AND INFORMATION
The National Union of Students website www.nusonline.co.uk/info/money is
another useful source of information.
You can use UNIAIDs www.studentcalculator.org.uk to help you plan and
manage your money.
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Case study
I left school in July 1985 at the age of 16. I did not know what I wanted to do
apart from start work asap so I opted for a Private Secretarial course at
Croydon College. This was on the advice of many who said that having a
typing qualification would mean I would always be able to work. I loved travel
and also looked at a two year travel course but typing won. My immediate
circle of friends and I thought that working and earning money was more
exciting than the thought of studying for A levels for me personally, if I hadthe choice again, I would have chosen the A levels!
It was on the internet that I began to research higher education. As an adult I
always regretted not studying for A levels/going to university. After a long term
relationship ended, I decided to study and wanted to achieve something
personally. I also thought it would be a way of meeting people. I work in
London but Croydon offered evening classes which suited me.
At the age of 38 and not having studied since 17, the thought of studying
again was quite a daunting one. I was concerned about how I was going to
manage studying 2/3 nights a week on top of my own work and homecommitments. However, we all seemed to be feeling the same. Some of the
younger students taught me some study techniques they had learnt and I
finally settled into semester one.
I felt unsure about studying when I started the course but the course leader
and lecturers soon eased my concerns and I felt quite excited at the thought of
starting the course. The other students seemed really friendly, even though we
were a very mixed group of ages and backgrounds. I am now in my final year
and can't believe how quickly time has gone - don't get me wrong the course
can be hard work and you have to be committed but the rewards are worth all
the hard work. We help each other along and encourage each other at times
when we find it all a bit overwhelming - actually when it comes to the end of
term, we all find we miss the banter and college life and find ourselves at a bit
of a loose end!
I decided to study initially to achieve something personally, however as time
has gone on, I have found I have enjoyed learning again; it has broadened myoutlook and knowledge; has given me a sense of confidence and, therefore, I
have benefited from the course both personally and academically. The
lecturers are very supportive and committed also.
I am now looking forward this year to celebrating with a BA Hons! It is worth
all the hard work and I have made some incredible friends and learnt a lot
about myself along the way.
NAME: Paula A
AGE: 41
STUDYING: BA Hons Business at Croydon College
QUALIFICATIONS: HNC Business, NVQ Level 2 in Computer Studies,
Secretarial Certificate, O levels & CSEs
I am now in my final year andcan't believe how quickly timehas gone.
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S f i f ti d d i
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Sources of information and advice
ACCESS COURSES DATABASE
Database of QAA-recognised Access to HE courses in England, Wales and
Northern Ireland.
Available online:
//www.accesstohe.ac.uk
Information about Access to HE courses in Scotland available from Scottish
Wider Access Programmes (SWAP):
//www.scottishwideraccess.org
ADVICE FROM FURTHER AND ADULT EDUCATION
If you are currently taking a course in further or adult education, your tutor can
help, as can your careers advisory service and careers library.
ADVICE FROM HIGHER EDUCATION
Schools and colleges liaison units within universities and higher education
colleges will help mature applicants. Some institutions have city centre advice
shops.
NEXT STEP SERVICE
The Service is a free, impartial and confidential service provided over the
phone and on the web for adults seeking information and advice on courses
and careers.
t 0800 100 900
//www.nextstep.direct.gov.uk
CAREERS COMPANIES
Some local careers companies offer an all-age information and advisory
service. This is sometimes free, but a modest charge may be made. Look in
your local telephone directory under Careers Service.
C2 THE GRADUATE CAREERS SHOP
Operated by the University of London Careers Service, but open to any
graduates at any point in their careers, C2 offers impartial, independent advice
on any matter related to jobs and careers. Several services are available, on a
sliding scale of charges.
For more information, contact:
The Careers Group
University of London
Stewart House
32 Russell Square
London WC1B 5DN
t 020 7863 6060
//www.c2careers.com
DIRECTGOV GETTING INTO HIGHER EDUCATION AS A
MATURE STUDENTOptions for older people looking to get into higher education, and ways to
combine study with work and family life.
//www.direct.gov.uk enter Getting into HE as a mature student in the
searchbox and follow the link.
EDUCATIONAL GRANTS ADVISORY SERVICE (EGAS)
Provides advice on funding available for post-16 education and training within
the UK. Primarily concerned with helping disadvantaged students.
EGAS
Family Action Central Office
50l-505 Kingsland Road
London E8 4AU
t 020 7254 6251
e email via website, click on Contact us
//www.family-action.org.uk
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OPEN DAYS
Most universities and colleges offer open days which will enable you to get a
feel for the institution and to find out more about its courses and facilities. As a
help, each year we produce a booklet called Open Days, priced 3.50 and
available from www.ucasbooks.com.
INFORMATION, ADVICE & GUIDANCE (IAG)
Local lAG services for adults are delivered by a variety of organisations,
including Careers Scotland, educational institutions, and voluntary and
community bodies. They offer free information and advice to individuals.Contact details for your nearest lAG service are available at your local library.
LEARNDIRECT
Guidance about training and employment opportunities.
t Free telephone service.
0800 101 901 07:00-23:00, seven days a week.
Learndirect Scotland: 0808 100 9000 Monday to Friday 08:00-20:00,
Saturday and Sunday 10:00-18:00.
//www.learndirect.co.uk and www.learndirectscotland.com
LEARNING AND SKILLS COUNCILS
Work in partnership with employers, trade unions, colleges and higher
education institutions to identify local needs and to encourage greater
participation of all age groups in training and education. Major interest in
providing opportunities and advice for those returning to learning.
t 0870 900 6800
//www.lsc.gov.uk
LIBRARIES
Your local reference library will contain many of the sources of information you
require and may have specially trained staff who will be able to help you.
OPEN COLLEGE NETWORKS (OCNs)
The National Open College Network (NOCN) is the leading credit-based
awarding body in the UK, offering high quality, flexible qualifications. It
originates from the Open College Network (OCN) movement first established
in 1975 to recognise formally the achievements of adult learners.
NATIONAL OPEN COLLEGE NETWORK (NOCN)
The Quadrant, Parkway Business Park
99 Parkway Avenue
SheffieldS9 4WG
t 0114 227 0500
//www.nocn.org.uk
QUALITY ASSURANCE AGENCY (QAA) FOR HIGHER EDUCATION
The agency safeguards quality and standards in higher education, checking
how well universities and colleges meet their responsibilities.
Head Office
Southgate House
Southgate Street
Gloucester GL1 1UB
t 01452 557 000
//www.qaa.ac.uk
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SKILL: NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
Skill is a national charity promoting opportunities for young people and adults
Unit 3, Floor 3
Radisson Court
219 Long Lane
London SE1 4PR
Free helplines:
England
t 0800 328 5050 (voice), 18001 0800 328 5050 (textphone)e [email protected]
//www.skill.org.uk
Northern Ireland
t 028 9028 7000 (voice and textphone)
Scotland
t 0131 475 2348 (voice and textphone)e [email protected]
Wales
t 0800 328 5050 (voice) 0800 068 2422 (textphone)
Their free information service helplines are open on Tuesdays, 11.30 to 13.30,
and Thursdays, 13.30 to 15.30.
WORKERS EDUCATIONAL ASSOCIATION (WEA)
The UKs largest voluntary sector provider of adult education.
t 020 7426 3450
//www.wea.org.uk
Compare subjects and unis
See job prospects for your subject
Compare UCAS points
See what 220,000 students thought
Visit www.direct.gov.uk/unistats
Case studies
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Case studies
I left school at the age of 18 in 2001 after matriculation.
In the UK there came a point in my life where I decided that I needed a
change in what I do, so I started looking around for places close by to go andstudy at and then I just went on their websites and asked for more information
on what there is available to study that would work with my weekly routine.
I decided to go for it when I saw the amount of opportunities to study that are
available and when I realised that I was in a dead end job.
The biggest concern I had and still have is money worries due to the time in a
week that I need to sit in class and having to meet all my deadlines, but I was
fortunate enough to go self employed in what I was doing and therefore can
now work whenever Im available and I can get to all of my deadlines if I put in
some hard work.
The other little concern I had was getting used to the unknown technologies
used in the university and for the units of the course. Constant interacting with
these technologies is what helped me through it.
What I would say to other people considering such a step is that the
challenges are tough but very helpful if you work hard in completing it. I will
recommend BIT because it is not only computing but also business related
giving it a wide area for job opportunities.
I decided to go for it when I sawthe amount of opportunities.
35
NAME: Jacobus VAGE: 27
STUDYING: HND in Business Information Technology at LondonSouth Bank University
QUALIFICATIONS: School matriculation in South Africa
I left school at 16 in 1992 and wanted to go into a caring career. I enrolled at
college to do a practical caring course. I got employment with one of my
placement nursing homes, where I stayed for 6 years, I then applied for a job
as a d