lifelong learning 2012

7/31/2019 Lifelong Learning 2012

1/40

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.


2/40

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.

BeaconcompanyISO/IEC27001:2005

CertificateNo. IS 501022

ISO14001:2004

CertificateNo. EMS 533543

ENVIRONMENTAL

MANAGEMENTINFORMATIONSECURITY

MANAGEMENT

UCAS QUALITY AWARDS


3/40

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


4/40

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


5/40

3


6/40


7/40

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.


8/40

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%


9/40

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


10/40

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.

8


11/40

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.

9


12/40

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


13/40

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.


14/40

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



15/40

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



16/40

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

e [email protected]

// 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

e [email protected]

// www3.open.ac.uk/near-you/wales

National Extension College (NEC)

Michael Young Centre

Purbeck Road

Cambridge CB2 8HN

t 0800 389 2839

e [email protected]

// 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

e [email protected]

// 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

e [email protected]

// 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

e [email protected]

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

14


17/40

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


18/40

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


16



19/40

17

Choosing your university or college


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.



20/40

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




21/40

1919

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

e [email protected]

// www.daycaretrust.org.uk

Childcare Link

For information regarding childcare provision in your local area, go to

// http://childcarefinder.direct.gov.uk




22/40

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


20



23/40

21

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 2 APPLYING


24/40

22

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


25/40

23

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


26/40

24

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


27/40

25

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.


28/40

26

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


29/40

27

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.


30/40

28


31/40

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

29

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.


32/40

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.

C d


33/40

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.

31

S f i f ti d d i


34/40

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

e [email protected]

//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

32


35/40

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

e [email protected]

//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

e [email protected]

//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

e [email protected]

//www.qaa.ac.uk

33


36/40

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)

e [email protected]

Scotland

t 0131 475 2348 (voice and textphone)e [email protected]

Wales

t 0800 328 5050 (voice) 0800 068 2422 (textphone)

e [email protected]

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

e [email protected]

//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


37/40

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

lifelong learning 2012

Documents