Targets and Milestones. You may choose to develop specific additional targets and milestones which assess your performance in ITT over time – particularly if ITT trainees make up a significant proportion of your overall student body. Alternatively, you may have targets and milestones in your existing 2012-13 access agreement which you now also wish to apply to undergraduate and/or postgraduate ITT trainees. These targets may be statistical – based on how representative your entrants are and/or your retention performance – and might include annual or interim milestones to help you monitor whether you are making progress. You may wish to include criteria around the numbers of trainees in receipt of a full or partial maintenance grant, as financial data will need to be collected to determine bursary support and the data will also be accessible through the Student Loans Company for HEBSS subscribers. You may also wish to consider the TDA guidance at Annex C which gives information on specific groups that are underrepresented in the teaching profession. In this section, please state whether you intend to develop additional targets and milestones, or the extent to which you intend to use targets and milestones in your existing agreement which you now wish to extend to apply to undergraduate and/or postgraduate ITT trainees. Where you have new or amended milestones and targets, you should set these out in your Excel template (Annex B) at Table 6. Targets and milestones Our Access Agreement for 2012-13 sets out a number and range of targets and milestones based both on the HESA widening participation performance indicators and on increased enrolments and retention of other specific under-represented groups of Annex A students, as such we do not intend to develop any additional specific targets and milestones for ITT trainees, but will monitor progress of these students against those already set out.
Targets and Milestones. For the purposes of this Access Agreement, the University of Bristol will assess progress in widening participation against a combination of progress measures which, between them, are designed to assess: • The specific impact of a number of key outreach initiatives. • Year on year progress in diversifying our applicant and student population. • Year on year progress in improving conversion of under-represented applicants. Bearing in mind the range of outreach activities which we plan to offer, we intend to measure year on year progress in attracting a wider pool of applicants by focusing particularly on each of the following categories (although additional measures included in our 2012 Agreement have also been retained for continuity of monitoring): • Applicants from low performing schools • Applicants from socio-economic groups 4-7 • Local applicants Progress measures for each of these are provided at Appendix Four. In each case, we have included new measures, to assess improvements in application to intake conversion. As far as possible, measures have been calculated taking account of the expected impact of a number of specific outreach initiatives (the Access to Bristol scheme, summer school programme and personal adviser scheme), each of which also has more detailed performance targets associated with them (also detailed at Appendix Four). Measurement of the University’s intake profile will be focused on the low school performance category, reflecting the role which this plays in our contextual approach to admissions. Measures relating to mature student intake have been included for continuity. The recent decision to grow our undergraduate numbers substantially means that continuing to measure progress in diversifying intake by looking at under-represented groups as a percentage of total intake is no longer meaningful. For each intake-related measure, we have therefore added the number of students which the original percentages might have been expected to deliver. Monitoring against these numbers will give a more accurate picture of progress. All progress measures have been informed by more detailed analysis of progress against the institutional milestones detailed in Appendix Two and will be re-calculated annually to reflect assessment of our progress to date. In addition, it should be noted that we intend to carry out further research, for example, to better understand the impact of educational standards in the Bristol area on our ability to progress...
Targets and Milestones. In line with our current position, we will maintain our current completion rate and, as a minimum, will aim to maintain our levels of mature and part time students as shown in Annex B. We will continue to review learner feedback and will monitor student profiles as at present.
Targets and Milestones. 7.1 The University will continue to encourage applications from well-qualified applicants from groups that are currently under-represented and to admit a greater proportion of them within the framework of our admissions policy and without compromising entry standards. Experience demonstrates that outreach activity (particularly that focussed on younger age groups, as advocated in OFFA guidance) will not be reflected in the composition of the student population for some years.
Targets and Milestones. 2.4.1 The Director shall do all in his power to achieve the targets and milestones indicated in the municipal IDP, SDBIP and Performance Management System.
Targets and Milestones. 6.1 The University notes the importance of monitoring success through achievements against the HESA Performance Indicators, supplemented by targets for the rates of application and offer to non-traditional learners, and overall student satisfaction ratings for those in receipt of support.
Targets and Milestones. 6.1 The University’s Widening Participation Strategic Assessment, to which this Access Agreement is an appendix, notes the importance of monitoring success through achievements against the HESA Performance Indicators, supplemented by targets for the rates of application and offer to non- traditional learners, and overall student satisfaction ratings for those in receipt of support.
Targets and Milestones. The College constantly reviews and evaluates its current position within the sector. With this in mind, it has set targets that focus on areas for improvement, which stretch and challenge the College, and targets that are in line with OFFA’s strategic plan 2015-2020. Therefore, targets are set that encompass all aspects of the students’ life cycle with the aim to improve and maintain student access, success and progression. The use of milestone targets to measure progress and evaluate performance will be either on a yearly cycle or through interim reviews. Access target Overall in 2013-14, the percentage of degree learners attending the College from Low Participation Neighbourhoods (LPN), classified by POLAR3 as quintile 1, was 61%. This figure is 4% higher than the sector average for all FECs. However, the number of young (18–25) entrants is significantly lower than the proportion of older ‘second chance learners’, with only 33% of LPN learners being under 25 years old. Therefore, the College has set a target to increase access for young, full time, undergraduate entrants from LPN to 55% by 2021. The College will encourage applications to higher education through outreach activities that are focused on raising aspirations and attainment among potential applications from LPN. There are twelve local areas of LPN that are classified as quintile 1 (POLAR3) within the College’s demographic. The College will engage in opportunities to visit Primary and Secondary schools in LPN, as well as summer school taster days, which will contribute to raising access. The internal progression of WMC level 3 students aged 18-25 from LPN will also be raised and supported through specific Information, Advice and Guidance activities. The College, in partnership with other HEIs, participates in HEFCE’s MNCO aspiration-raising activities across the region. Part of this collaboration with MNCO includes a project created, planned and implemented by the College that features sustained and co-ordinated activities in LPNs (POLAR3 quintile 1 areas). Progress on this target will be measured and evaluated on a yearly cycle using widening participation indicators in line with HEFCE UK performance indicators. Student success target The College has set a target to reduce non- continuation rates for all full-time students from LPN (POLAR3, quintile 1) from 14% to 6% by 2021. This will be achieved through the implementation of a Student Mentor scheme that will offer social support and signpos...
Targets and Milestones. The University is committed to: Consistently out-performing the national average on a range of widening participation indicators: ethnicity, state school attendance, percentage of students from socio- economic groups 4,5,6 and 7 Consistently meeting the national average rate for non-continuation Consistently meeting the national average rate for employment Targets and milestones will be developed to reflect these priorities. Details are included in the attached template.
Targets and Milestones. Summary Over the period covered by this Access Agreement the University will focus its activities to address areas where we seek to maintain or improve performance in what will be an untested environment We will enhance our capacity to monitor and evaluate the effectiveness of our activities to ensure an evidence based approach to future investment Over the period covered by this Access Agreement the University will focus its activities to address areas where we seek to maintain or improve performance in what will be an untested environment. We have set the following targets, in collaboration with the Students’ Union, to promote the inclusion of under-represented in higher education: Students from state schools: 5% above LAB Students from low participation neighbourhoods: marginally exceed the LAB Students from lower socio-economic groups (N-SEC 4-7): marginally exceed the LAB Students from Black and Minority Ethnic backgrounds: Improve from 10.5% to 13.5% Students in receipt of DSA: meet or exceed LAB It should be noted that when setting milestones there are a number of contextual factors that create additional challenges. 75% of the current home students the University recruits come from locations that are no more than two counties away from Hampshire, for example Berkshire, Dorset, Devon, East Sussex, Somerset, Surrey, West Sussex, Wiltshire. The impact of recruiting from these relatively affluent areas can be seen in the University’s performance in the HESA Performance Indicator for entrants from SEC backgrounds 4-7 and low participation neighbourhoods. We have therefore set what we believe to be a stretching target for both of these indicators. Annual milestones have been set for these targets (Annexe B, Table 5a refers). These will be monitored on an annual basis and reported by the University Executive Group and University Council in our WP Strategic Assessment.
