The Glasgow School of Art has welcomed the publication of Working to
Widen Access, the action plan shaped by the findings of Universities Scotland’s
working groups on admissions, bridging programmes and articulation.
Widen Access, the action plan shaped by the findings of Universities Scotland’s
working groups on admissions, bridging programmes and articulation.
The GSA already works extensively across schools and
colleges to encourage those from areas with little or no progression to higher
education to consider it as an option. It is a strategic commitment of the
institution, and the GSA is proud of its track record and increasing success in
this area.
colleges to encourage those from areas with little or no progression to higher
education to consider it as an option. It is a strategic commitment of the
institution, and the GSA is proud of its track record and increasing success in
this area.
“We welcome the commitment to implementing the recommendations
of the Commission on Widening Access contained within Working to Widen
Access,” says
Professor Tom Inns, Director of The Glasgow School of Art.
of the Commission on Widening Access contained within Working to Widen
Access,” says
Professor Tom Inns, Director of The Glasgow School of Art.
“The GSA currently works
with 90 schools in the West of Scotland and with FE colleges across Glasgow and
Edinburgh to support advanced entry from HNC/D programmes. By the 2014-15
academic year 22.2% of Scottish domiciled students entering full time
undergraduate programmes at the GSA were from the 20% most deprived
areas.”
with 90 schools in the West of Scotland and with FE colleges across Glasgow and
Edinburgh to support advanced entry from HNC/D programmes. By the 2014-15
academic year 22.2% of Scottish domiciled students entering full time
undergraduate programmes at the GSA were from the 20% most deprived
areas.”
Building on its achievements to date the GSA aims to
enhance and increase its outreach work by working with more young people,
particularly students in early secondary phase as well as those in primary
schools.
enhance and increase its outreach work by working with more young people,
particularly students in early secondary phase as well as those in primary
schools.
“The GSA recognises that
long term relationships to support young people through a coherent
programme of outreach over a longer period of time will ultimately have the
greatest impact,” adds Professor
Inns “and this is what we would aim to
achieve.”
long term relationships to support young people through a coherent
programme of outreach over a longer period of time will ultimately have the
greatest impact,” adds Professor
Inns “and this is what we would aim to
achieve.”
Ends
For further information contact:
Lesley Booth, GSA Press Office
07799414474
press@gsa.ac.uk
@GSofAMedia
Notes for editors
Working
to Widen Access was shaped by
the findings of Universities Scotland’s working groups on admissions, bridging
programmes and articulation which were led by Professor Sally Mapstone of the
University of St Andrews, Professor Petra Wend, Queen Margaret University
Edinburgh and Ms Susan Stewart, Open University in Scotland respectively.
to Widen Access was shaped by
the findings of Universities Scotland’s working groups on admissions, bridging
programmes and articulation which were led by Professor Sally Mapstone of the
University of St Andrews, Professor Petra Wend, Queen Margaret University
Edinburgh and Ms Susan Stewart, Open University in Scotland respectively.
The GSA
was represented on all 3 working groups which informed the development of Universities
Scotland’s plans and fully supports them.
was represented on all 3 working groups which informed the development of Universities
Scotland’s plans and fully supports them.
Highlights
from Working to Widen Access include:
from Working to Widen Access include:
A commitment that universities will use a common
language, that puts the learner first, to describe contextualised admissions
and other access initiatives, including articulation from college to university
and bridging programmes from school to university.
language, that puts the learner first, to describe contextualised admissions
and other access initiatives, including articulation from college to university
and bridging programmes from school to university.
Every university to set minimum entry requirements for
all undergraduate courses by 2019 for entrants starting in 2020/21. This will
make it clear what the entry requirements are for applicants from disadvantaged
backgrounds.
all undergraduate courses by 2019 for entrants starting in 2020/21. This will
make it clear what the entry requirements are for applicants from disadvantaged
backgrounds.
Guaranteed offers for care
experienced applicants who meet minimum entry requirements.
experienced applicants who meet minimum entry requirements.
A commitment that universities will use a consistent
core of contextual indicators in their admissions. This means that applicants
from disadvantaged backgrounds, and their advisers, can be clear about how
their circumstances will be taken into account.
core of contextual indicators in their admissions. This means that applicants
from disadvantaged backgrounds, and their advisers, can be clear about how
their circumstances will be taken into account.
Every university will fundamentally review its ability
to increase the number of students who articulate from college direct into the
second or third year of university, and who receive full credit for their
existing qualification.
to increase the number of students who articulate from college direct into the
second or third year of university, and who receive full credit for their
existing qualification.
Action to improve the national coherence of bridging
programmes into university making it easier for schools and pupils to benefit.
programmes into university making it easier for schools and pupils to benefit.
A fully inclusive approach to delivering all actions,
which will be developed and tested with learners, teachers, colleges, student
associations and others.
which will be developed and tested with learners, teachers, colleges, student
associations and others.
Taken
together, the set of 15 actions hold the potential to make a significant
contribution to the First Minister’s goal that by 2030 students from the most
deprived 20% of backgrounds should represent 20% of entrants to higher
education. The actions have the support of all 19 of Scotland’s higher
education institutions and are the product of three working groups drawn from
universities and a wide range of stakeholder organisations including students,
colleges, schools and others.
together, the set of 15 actions hold the potential to make a significant
contribution to the First Minister’s goal that by 2030 students from the most
deprived 20% of backgrounds should represent 20% of entrants to higher
education. The actions have the support of all 19 of Scotland’s higher
education institutions and are the product of three working groups drawn from
universities and a wide range of stakeholder organisations including students,
colleges, schools and others.