Mature Students Sample Clauses

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. Higher Education cohorts at Riverside College are predominately mature (70% are 21 or over: TEF 4 metrics) with the majority mode of delivery for students aged 21 or over being part-time (83%: TEF 4 metrics). A significant majority of our part-time students progress internally from our Level 3 provision. Several of our part-time students (with the majority being over 21) have caring responsibilities and to stay close to home for their higher education is important to them. Academic Year 2015-16 2016-17 2017-18 Y N % Mature Y N % Mature Y N % Mature Access for students who are mature (ie over the age of 21/ <=21 28 37 43% 110 47 70% 110 40 73% The OfS dashboard does not show any data for mature continuation for full-time. However, part-time does return two results for 2011-12 and 2013-14 where the gaps are -10 pp. This indicates that during this period, mature students were outperforming young students in relation to continuation. However, despite a positive double flag for continuation for part-time learners (with over 90% over the age of 21), in our TEF 4 metrics, an analysis of the College’s own data (see table below) shows that there was a gap in continuation rates between mature students and those aged 21 or under in 2017-18 and, although reducing, there still remains a small gap of 3 % in continuation for mature learners in 2018-19. No target is needed for this metric. Continuation 2017-18 2018-19 Y N Y N Continuation for Mature (ie over the age of 21 / <=21 76% 84% 86% 89% An analysis of College data for attainment rates for mature students shows that in 2016-17 and in 2017-18, a greater % of mature students achieved a 2.1 or above compared with those aged 21 or under (therefore no gap in attainment rates for mature students). The College will continue to support both those 21 and under and mature students to achieve a classification of 2.1 or above. Outcomes of the July 2018 DHLE report and our own data analysis shows that mature students performed as well as younger students, with 93% of mature students surveyed, in employment or further study 6 months after graduation. This is supported by TEF 4 metrics which report 95.5% of full-time and 94.5% of part-time graduates in employment or further study. No target is needed for this metric. Degree Classification for mature (ie over the age of 21 /<=21 2015-16 2016-17 2017-18 Y N Y N Y N 1 35% 15% 62% 0% 37% 0% 2.1 10% 46% 14% 67% 53% 0% 2.2 52% 15% 19% 22% 5% 67% 3rd 3% 23% 5% 11% 5% 33% Whilst continui...

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 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.11 We also offer bespoke campus visits to Access to HE providers and their students.

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 ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇.▇▇.▇▇/connect/teachers/teacher-events-resources/ 15 ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇.▇▇.▇▇/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. As you will see from the figures in this table the percentage of mature students has increased marginally across all levels. Continued targeting of part time recruitment as an area to focus on we believe will also have a positive impact on our recruitment of mature students. Level mature students percentage by level 14/15 mature students percentage by level 15/16 L4 42.5% 44.8% L5 51.6% 54.1% L6 73.4% 74.1% L7 99.6% 100.0% Grand Total 55.2% 63.1% Mode mature students percentage by mode 14/15 mature students percentage by mode 15/16 FT 47.3% 50.5% PT 86.2% 85.7% Grand Total 55.2% 57.5% L4 5.90% 7.28% L5 6.12% 6.37% L6 4.63% 5.88% L7 2.97% 3.06% Grand Total 5.11% 6.31% Level 14/15 learners with disclosed disabilities / difficulties 15/16 learners with disclosed disabilities / difficulties FT 5.69% 7.00% PT 4.60% 4.36% Grand Total 5.47% 6.47% The NCG Equality Strategy 2014-18 builds on our Single Equality Scheme 2010-14 providing evidence of the strong commitment to achieving an organisation which values diversity, advances equality and eliminates bias and discrimination from the way it operates. Each Division is responsible for taking action to support progress towards meeting the equality aims, ensuring compliance with legislation, relevant quality standards and funding body requirements. NCG has also set specific and measurable equality objectives in relation to staff across the organisation and for each Division. Progress is monitored and published on an annual cycle. The development of learning and teaching is integral to the institution and as such the organisation has adopted an approach to Equality Impact Assessment (EIA) which is designed to eliminate discrimination and promote equality through identification of actions for development and maintenance through the higher education committee structure. The process examines programme 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 Higher Education ‘Alternative Assessment Arrangements’ (AAA) process offers students an alternative assessment agreement which, in partnership with staff and support teams, allows students to plan and manage their assessment effectively. Over the last 3 years students’ awareness of the process and support available to them has increased and as a result Learni...

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,

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. The University is due to start running both a Nursing Foundation Degree and Undergraduate First Degree in 2018/19. In recognition of these courses attracting a higher than average Mature Student population and a lower than average retention rates nationally, the University will continue to offer a Mature Students Bursary, as concerns about financial security and potential financial hardship continue to be cited as a reason why mature students withdraw from their course prior to its completion.