Mature Students. In 2016 over 35% of our total HE students were aged at least 21, of whom 51% were on one of our full-time courses – predominantly work based.
Mature Students. The University performs well on its proportion of full-time mature entrants who have come from a low participation neighbourhood and do not have a previous HE qualification. 19.3% of mature students were in this category in 2009/10, exceeding the adjusted sector average of 12%, which mirrored the performance in the previous year. Success in this measure is attributable in large part to the University’s Foundation Centre, which targets home applicants who have few or no formal qualifications, or have experienced a break in their education. The proportion of full-time first degree students in receipt of disabled students’ allowance has remained fairly constant since 2007/08 at just under 3%. The 2009/10 figure was 2.7%, against an adjusted sector average of 3.2%. Student retention is one of the University’s key strengths. Less than 1.6% (2009/10) of its students do not continue with their studies, which is better than the adjusted sector average of 2.6%. Financial reasons account for only 5% of withdrawals; the majority are academic or personal. In absolute terms the retention rates of mature students and students from Low Participation Neighbourhoods are not as strong but are nonetheless in both cases close to the adjusted sector average.
Mature Students. The proportion of full-time mature entrants who have come from a low participation neighbourhood (POLAR 3) and do not have a previous HE qualification was 23.1% in 2010/11, significantly exceeding the adjusted sector average by 10%. This is attributable in large part to the University’s Foundation Centre, which targets home applicants who have few or no formal qualifications, or have experienced a break in their education.
Mature Students. We will add a target relating to the retention of mature students. We have identified, through detailed analysis, that our non-continuation rate at York for mature UK full- time first degree entrants is significantly higher than for the population of young UK full-time first degree entrants, averaging 9.3% over five years. We aim by 2021 to reduce the difference between the continuation rate at York for young and mature full time UK first degree students to within six percentage points. In order to reach this overall reduction for the 2019/20 entrant cohort, we will initially aim for an 0.3% annual reduction, rising to 0.4%, using 2013/14 as the baseline figure. However, when monitoring these annual changes we acknowledge the difficulty in comparing a linear reduction against a small population size which will show volatility from year to year. Performance will be measured using data from HESA PI Table T3a.
Mature Students. We are aware of the steep decline in the numbers of mature learners entering higher education. SOAS have established programmes targeting students on the Access to HE diploma through our progression agreements with local FE colleges, and deliver a variety of support programmes aimed at improving student success for the group. To encourage further engagement with mature learners we will be providing a year long programme of support for students completing the new African Studies Access to Higher Education Diploma at Kensington and Chelsea College. The students will have access to mentoring from current SOAS students, who have progressed to university from Access programmes, throughout their studies. This will provide the students help with developing their study skills and improving the quality of their diploma work, advice on making a successful transition to university and guidance on completing Personal Statements. As part of the programme as well we will be providing a couple of guest lectures at the college, complementing what the students are learning and exposing them to university style teaching. Further to this SOAS will develop a programme of outreach activities specifically targeted at adults. A summer school is planned for July/August 2017. It will take place in the evenings and lead to a Family Day. Current mature students have helped develop the programme by identifying what study skills sessions to include on the summer school. We are working with SOAS Mature Students reps to consult mature students on initiatives aimed at supporting retention and success as well as outreach. This includes a proposal to set up a peer- assisted project for this particular cohort. We have also been approached by Aimhigher London South to develop activities aimed at parents with no previous experience of higher education.
Mature Students. With a view to combating the national trend that has shown a drop in mature learners progressing to higher education, Staffordshire University has committed to proactively targeting mature students. This team will offer a range of bespoke events aimed at mature learners and key influencers. • HE Modules in Schools - These enable learners to gain Level ‘0’ credits and to experience University-style study as well as to engage with the University and its staff. Currently an Introduction to Art & Design is running at one school with 20 learners. • Step Up to HE. A well established programme to enable a wide range of mature students to experience and/or prepare for higher education. A subject specific (Health) programme has been launched to recruit and support transition to more generalised health awards. • SUMSS/XXXXX - The Maths and English Summer Schools have been running for a number of years and enable mature learners to gain GCSE level qualifications that support progression. Progression from these courses to the University has been significant over the years, although many learners go onto FE first. • Conference/Open Days specific to mature learners (including Access to HE) to support recruitment and transition. A mature learner 5 day preparation programme is under development to strengthen transition for local mature students.
Mature Students. As you will see from the figures in the table the percentage of mature students has declined since 2011-12. This can be attributed to the decline in the number of Part Time students studying at NCG. Therefore targeting Part Time recruitment as an area to focus on will also have a positive impact on our recruitment of mature students. The NCG Single Equality Scheme provides evidence of the strong commitment to equality and diversity. Equality objectives are designed to support the mission and achieve legal compliance across the organisation. Equality Action plans provide the opportunity to review data and activities in relation to equality and diversity at Group, Divisional and School level. The Institution regularly monitors and provides updates on the action plan via the Equal and Diversity Divisional Progress report. The development of learning and teaching is integral to the institution and as such the organisation has adopted a robust approach to Equality Impact Assessments (EIA) which are designed to eliminate discrimination and promote equality through identification of actions for development and maintenance through the higher education committee structure. The process examines course design and approval processes and frameworks associated with admissions and assessment. The College has a process that ensures a consistent practice in the support of assessment arrangements for HE students who have disclosed a disability or specific learning need. The ‘Alternative Assessment Arrangements’ process offers students an alternative assessment agreement which in partnership with staff and support teams allows students to plan and manage their assessment effectively. In 2013-14, 66 students across all levels 4, 5 and 6 took advantage of the alternative assessment agreement this academic year, which is a decrease from the previous year. Data collected by the learning support team indicated an increase in the number of students was received support successfully progressing to level 5 (82%). At level 5 66% of students either progressed to level 6 programme or into employment and 81% of level 6 student progressed into employment. Level 4 students Progression status 2013-14 2012-13 Progressed to Level 5 23 18 Enrolled on an alternative course 0 1 Progressed to Level 5 at another HEI 2 1 Repeat Level 4 0 1 Unknown 1 3 Employment 2 - TOTAL 28 24 Level 5 students Progression status 2013-14 2012-13 Progressed to Level 6 5 11 Employment 5 4 Apprenticeship 0 1 Further ...
Mature Students. Higher Education cohorts at Riverside College are predominately mature (69% are 21 or over: Source: TEF 3 metrics) with the majority mode of delivery being part-time (78% Source: TEF 3 metrics). A significant majority of our part-time students progress internally from our Level 3 provision. Whilst continuing to attract mature students to study Higher Education at Riverside College, the College does not consider mature learners to be under represented within its provision. However, in line with Priority 1, the College will continue to implement marketing strategies to promote community re-generation by improving accessibility for non-traditional Level 4 learners into Higher Education programmes TEF 3 metrics show the College achieving 5.7% above benchmark for continuation for full- time provision, with a positive flag against mature students studying full-time. TEF 3 metrics for part-time continuation show as non-reportable due to the fact that part-time provision was until academic year 16-17 previously indirectly funded through Staffordshire University.
Mature Students. We have a long history of extending opportunities to mature students who wish to progress into higher education and each year we welcome learners of all ages and backgrounds onto our programmes of study. We recognise that returning to study as an adult student can present its own challenges, and we provide tailored support and advice. Adult learners who are considering returning to education to pursue a degree, or who have already applied to Manchester, can sign up for an Adults Returning to Education Session. This is a one-to-one meeting with a member of staff that provides the opportunity to ask any questions and to receive relevant information and support about progressing to higher education.We also offer tailored sessions for adult learners at our undergraduate open days. These include an Adults Returning to Education workshop and a ‘drop in 14 xxxx://xxx.xxxxxxxxxx.xx.xx/connect/teachers/teacher-events-resources/ 15 xxxx://xxx.xxxxxxxxxx.xx.xx/connect/teachers/teacher-events-resources/conferences/maths-science-teachers/ session’ which provide the opportunity for visitors to speak to mature students who are currently studying at the University. We produce the Adults Returning to Education Guide which contains information, advice on guidance on accessing higher education.16
Mature Students. 4.1.1. Students age 30 and older. These Students are admitted without the required CXC Passes conditional to having at least eight year verifiable and relevant work experience, submitting a good Personal Statement with the Admission Application, passing an Entrance Test, and submitting a Formal and Detailed Work History, with an appropriate Curriculum Vitea,
