Filling out application form for SOCIAL WORK COURSE - Essay Example

Application Form for a Social Work Filling out admissions forms for entry to a higher education and providing the documentation as well as attending interviews in order to secure a place can be a demanding as well as tedious exercise. However, many young students each year successfully complete these requirements in order to embark on a journey which will provide them with the skills to serve their communities, the ability to constantly educate themselves and build an independent life for themselves as worth members of the community by serving their nation.

The questions that are often asked and which are required to be answered in application forms are designed to help the institution that is admitting these students assess the candidates and also to provide an opportunity for the students to determine if they are indeed interested in the course or vocation that they will like to develop themselves. In this essay, some questions that are required to be answered for admission to a social work degree are considered and possible answers provided, with due regard to the background of the candidate filing out the form.

IntroductionThis brief essay presents some appropriate responses to questions related to a social work case which may be required to be discussed as a part of the entrance requirements to a degree course in Social Work at a British university. Whereas those who may respond to the questions related to the social work case that is being discussed may have a GCE ‘A’ – level education and varied work experience, the social work case that is required to be discussed is considered from the perspective of a candidate for admission who is from a minority Asian background and hence the candidate is better able to appreciate the peculiarities of the culture of the Indian Sub-Continent, along with the peculiarities of the British culture.

The candidate is a second generation migrant to the United Kingdom who was born and bred in the United Kingdom, but was raised in her home environment which is a reflection of the culture of the Indian Sub-Continent. Such individuals, who have an interest in social work, can prove to be invaluable for conducting social work in the United Kingdom, because they have the capacity of being able to understand both the British and the Indian cultural traditions. These individuals can serve as a bridge between communities and not only assist in the assimilation of migrants from different background into the multicultural British community, but also help those migrants who have now grown old and are in need of assistance in their lives, but despite having become neutralised British Citizens and having contributed to their adopted country, still have a certain sense of belonging to the culture that they left behind when they migrated to the United Kingdom.

Advanced training at the higher education level should assist these individuals who have a caring nature and desire to assist others through social work to help others better, along with a desire to contribute to their country, the United Kingdom and to build a dignified as well as worthy life, while serving their community.A typical job experience profile for such a candidate is summarised below. The candidate, because of her cultural background will have had ongoing links with her own community as well as the mainstream community in the UK and has also demonstrated the capacity to use her multicultural as well as multilingual skills for the benefit of the community in which she now lives.

The candidate’s sex and her interest in social work not only makes social work a suited career, but also makes her a valuable addition to the social work professionals who serve the United Kingdom, as relatively few of such social workers have her background and the advantage of her gender.Work Experience Profile of the Candidate for Advanced Training in Social WorkThe following is the stated work experience of the candidate for admission to training at the higher education level:I have 2 years experience at The Pakistani Women’s Association assisting social workers in all kinds of situations and cases directly involved with Pakistani community.

I also have 2 years experience at The Family Policy Unit Home Office, assisting voluntary organisations make applications for funding from the family policy unit i.e. parenting skills classes, youth work, working with disadvantaged groups, visiting them and offering advice and help on they could improve there services to service users. At the moment, from March 2005 until now, I am working for the translating and interpreting unit providing interpreters for various organisations including social workers.

Social Work Case Required to be Discussed as a Part of the Admission Requirement for the Study of Social Work at the Higher Education LevelThe following is the hypothetical case which is required to be discussed:YOU ARE A STUDENT SOCIAL WORKER IN AN ADULT CARE TEAM. YOU HAVE TO SET UP A LOW LEVEL CARE PACKAGE FOR LUCVINDER, A SIKH WOMAN IN HER SEVENTIES WHO HAD DEMENTIA AND LIVES WITH HER HUSBAND GURMIT. THE PROVISION CONSISTS OF A HOME CARER PROVIDING A BATH TO LUCVINDER ONCE A WEEK, MOBILE MEALS TWICE A WEEK AND A VOLUNTEER WHO PROVIDES RESPITE CARE FOR A FEW HOURS TO ENABLE GURMIT TO GO OUT.

THE HOME CARER CALLS YOU TO EXPRESS CONCERN BECAUSE SHE HAS NOTICED BRUISING ON LUCVINDER’S ARMS AND BACK, WHICH LUCVINDER REFUSES TO DISCUSS.In the next section, suitable answers to some questions related to the previously mentioned case, with a special reference to the candidate’s background are presented.Suitable Answers to Relevant Questions which may be required to be answered Using the sub headings below, indicate whether you have knowledge skills or experience which seems relevant to the situation described above and say why you think these could be relevant.

FROM PREVIOUS STUDY OR TRAINING I have always been interested in social work and have studied relevant subjects as a part of my ‘A’ level studies. I have also had a keen interest in social work theory and constantly read reputed journals, periodicals and articles related to social work such as the IUC Journal of Social Work and the British Journal of Social Work from the libraries nearby and over the World Wide Web. I have worked as an assistant to professional social workers working with the immigrant Pakistani community in Britain, near where I live and also have two years experience at The Family Policy Unit Home Office, assisting voluntary organisations make applications for funding from the family policy unit i.e. parenting skills classes, youth work, working with disadvantaged groups, visiting them and offering advice and help on they could improve there services to service users.

My work experience enabled me to observe how professional social workers carried out their duties in social work organisations at the community and government level. I also benefited from their guidance and training while working. I was able to observe how social assistance is provided to various segments of the society, including the elderly impaired. I feel that I have learnt a lot through informal education and should now be provided with an opportunity to receive further professional training in social work at the higher education level.

FROM PREVIOUS WORK EXPERIENCE I have been employed as an assistant social worker, working with and assisting professional social workers who have worked with the immigrant Pakistani community and therefore, understand the family culture of those who migrated to United Kingdom from the Indian Sub-Continent as well as their problems related to aging. Arranging for a carer for Lucvinder requires a certain level of experience in being able to pick the right carer for the situation as well as being in a position to know some carers personally, which I do.

Because I have also worked as a visiting social worker and a provider of personnel who, although are interpreters and not social workers, I understand the expectations as well as problems of those who have to visit homes to provide care or services. Lucvinder is an elderly infirm lady, who because of her age needs to be cared for and protected by the social services and her carer will not have mentioned her bruises if they were not serious enough to warrant a mention. Because she has been suffering from Dementia, Lucvinder will probably have a local family GP and it is appropriate to get this GP, or another one who lives nearby to pay her a visit to treat her bruises and shed some further light on the possible causes of these bruises.

It is also appropriate to arrange for Lucvinder’s GP to periodically visit her so that her medical condition can be kept under constant observation. FROM PREVIOUS PERSONAL EXPERIENCE While I was working as an assistant to professional social workers working with the Pakistan community near where I live in the United Kingdom, I had the opportunity to closely observe the problems of the senior citizens of this community, get to know of their problems and concerns along with being able to observe how some caring arrangements were worked out for the disabled and the elderly impaired of this community.

The people of the Indian Sub-Continent are very diverse in their culture, traditions as well as religious values. However, there are also many common cultural traditions as well as a broad understanding of each other. Hence, I feel that my personal experiences from having belonged to the cultural traditions of the Indian Sub-Continent can provide insights related to the concerns of the older and younger generation about the end of life care that should be provided to the elderly by the community and the government.

SERVICE USERS CAN EXPERIENCE DISCRIMINATION, FOR INSTANCE ON GROUNDS OF AGE, SEX, RACE OR DISABILITY. DOES IT SEEM TO YOU THAT THERE ARE ELEMENTS OF DISCRIMINATION IN THE SITUATION DESCRIBED? IF SO, SAY WHY YOU THINK THESE ARE AND HOW THEY MIGHT AFFECT YOUR ACTIONS AS THE WORKER INVOLVED. DISCUSS ANY ISSUES OF POWER, POWERLESSNESS AND EMPOWERMENT THAT MIGHT AFFECT YOUR WORK.The act of assisting Lucvinder by arranging a low level care package is not discriminatory and the values as well as traditions of the British society do require that elderly in the society should be well looked after and provided all the assistance which the community as well as the State is capable of providing.

These values have been enshrined in the relevant legislation enacted by the government to support social work. Depending on the level of incapacitation, elderly citizens are cared for by the government and the community. In the Indian Sub-Continent, unfortunately, caring for the elderly has been a matter that has been left to the family of the elderly with vague excuses being made about economic deprivation which are rather inadequate because there is a lack of will on the part of the society and the State to live up to their social obligations.

However, at the end of their life, elderly from all over the world like to have the company of their relatives and offspring which is also likely to be the case with Lucvinder. However, it is not possible for a social worker to provide such comforts for the elderly in the modern society and it is also not fully possible to ease all the suffering associated with aging.PUTTING YOURSELF IN THE PLACE OF THE WORKER WHO MIGHT BE INVOLVED IN THE SITUATION DESCRIBED, WHAT UNCERTAINTIES OR CONFLICTS DO YOU THINK YOU WOULD FEEL BOTH PERSONALLY AND AS AN EMPOYEE OF THE ORGANISATION OR INSTITUTION MENTIONED?

The uncertainties in the case are associated with finding a suitable carer for Lucvinder who can get along with her nicely and hoping that the level of support that is being provided is going to be adequate for the elderly couple. Lucvinder is seventy five years old and it is likely that Gurmit, her husband, will be even older. Although the couple will be visited by a volunteer for a few hours a day, the rest of the time will be spent alone by the elderly couple. Perhaps some of neighbours can be asked to keep an eye on the couple and contact the social worker or the volunteer if there is a problem, without getting too involved in the lives of the couple.

Alternatively, a higher level of care can be thought about for the couple. The bruises on the arms and the back of Lucvinder are also a cause for uncertainty and concern. Because Gurmit is older then Lucvinder, it is unlikely that these bruises are the result of domestic violence as Gurmit is unlikely to have sufficient strength to inflict the bruises. Is there another person who is involved or is Lucvinder having problems coping with her life at home and needs extra care? For how long is this care package likely to satisfy the requirements of the elderly and what more can be done to assist?

REFLECTING ON WHAT YOU HAVE WRITTEN IN THE SECTIONS ABOVE WHAT DO YOU SEE AS YOUR LEARNING NEEDS FOR DEALING WITH THE CIRCUMSTANCES DESCRIBED IN THE SCENARIO?The community and the society have changed very substantially over the years to have become more formal and individualistic. Even neighbours living in the same neighbourhood are likely to remain distant and families are likely to become global. Although, prolific advances have been made in pervasive computing and telecommunications, the number of independent elderly in need of social care is likely to increase.

In such a scenario, it is the duty of the community and the state to provide assistance programs which will ensure that as far as possible, the elderly are safe, secure and living a productive life of high quality. I will like to be better trained in social work and the application of social work theory to assist with providing practical programs which can be developed to care for the needs of such elderly in the modern society. I will like to learn what can be done and how the government can come up with meaningful assistance to deal with the problems of the elderly impaired in the society.

ARE THERE ANY OTHER MATIERIAL FACTORS WHICH MIGHT HAVE AN IMPACT ON YOUR APPLICATON (FOR EXAMPLE PERSONAL EXPERIENCE OF BEING A USER OF HEALTH, SOCIAL SERVICES?) IF SO PLEASE INDICATE BELOW. My work experience to date and my cultural background, coupled with my very keen interest in the field of social work has provided me with a good grounding in professional social work. This needs to be built upon through the delivery of training at the higher education level so that I will be able to serve the community in solving complex social problems that are likely to continue to arise as the society changes because of the advances in technology and the forces of economy as well as demography having an impact on it.

In order to be able to deliver adequate and meaningful care with the resource constraints, in a fair as well as equitable manner, without discrimination, it is important that not only should social work theory be taught, but also computing, statistics, economic modelling and elements from governance as well as management and administration. I hope that my studies for a social work degree at the higher education level will make it possible for me to build a distinguished career in social work, benefiting me, my community and the country.

ConclusionEvery year, many young people will be making choices about their future careers, vocation in life and professions by making decisions about what training they should receive in order to realise their ambitions in life and to be useful as well as worthy members of the community. It is better to make such choices on the basis of one’s interests and passions with an intention to complete the undertaking. Questions required to be answered as a part of the higher education admissions requirements are designed to measure the level of competence and the interests of the candidates.

It is hoped that the above sample answers and the discussion will provide an understanding of the requirements and prospects associated completing a social work course at the higher education level.References / Bibliography1. Banks, Sarah. (2001). Ethics and Values in Social Work (British Association of Social Workers (BASW) Practical Social Work S.). Palgrave Macmillan. Retrieved: August 14, 2005. From: http://www.amazon.co.uk/exec/obidos/ASIN/0333947983/026-4719501-59724332. Clapton, Garry and Vivienne Cree. (2004). Learning for Effective and Ethical Practice: Integration of Learning and Practice.

University of Edinburgh. Retrieved: June 18, 2005. From: http://www.sieswe.org/projects/documents/LEEP11LitRev.doc3. Parton, N. and OByrne P. (2000) Constructive Social Work: Towards a New Practice, Macmillan Press Ltd, Basingstoke.4. The Quality Assurance Authority for Higher Education. (2004). How do I find the best course for me? Critical Questions to Ask before Choosing Higher Education. The Quality Assurance Authority for Higher Education. Retrieved: August 14, 2005. From: http://www.ucas.ac.uk/getting/before/qaa.

pdf Appendix – ReferencesHow do I findthe best coursefor me?CRITICAL QUESTIONS TO ASK BEFORE CHOOSING HIGHER EDUCATIONPUBLISHED BY: UCAS ROSEHILL NEW BARN LANE CHELTENHAM GL52 3LZUCAS REGISTERED IN ENGLAND NUMBER: 2839815REGISTERED CHARITY NUMBER: 1024741UCAS REFERENCE NUMBER: UC© UCAS/QAAISBN 1-84482-233-8PRICE £2.75 (INC. VAT)FURTHER COPIES AVAILABLE FROM: UCAS DISTRIBUTION PO BOX 130 CHELTENHAM GL52 3ZFT: +44 (0)1242 544610F: +44 (0)1242 544806How do I find the best course? It is a questionasked annually by thousands of potential universityand college students.

Faced with an ocean of paperand electronic information, how are they supposedto make expert choices in such a short time and fishout exactly the right course? The fact that so manydo find a good fit and enjoy their new studies andsocial life from Day One is testimony to the fact thatit can be done. That some don’t get it right and haveto move courses or institutions or, at worst, drop outis testimony to the importance of getting the rightguidance at the right time.That’s where this booklet comes in.

In aunique collaboration, the Universities andColleges Admissions Service (UCAS) and theQuality Assurance Agency for Higher Education(QAA), the public watchdog of standards andquality in higher education, have combinedresources to bring you impartial guidance tostart you off on your search for that ideal course.With it, you will be armed with the critical questionsyou need to ask yourself – and others – before youmake those all-important applications. It’s packedwith answers to the kinds of questions real studentsask and it tells you where to go to find out more.

With it, you can access highly focused informationwhich will point you in the right directions. So forgetthe crystal ball. Go with the facts and you will chooseyour courses with confidence.Introduction304I know what subject I want to study, but there are somany courses. How do I know which is the best one?06I’ve heard people talk about both academic standardsand quality in relation to courses. What’s the difference?07I’ve made a shortlist of courses I like and read theprospectuses. Where can I find independentinformation about the courses?

08The entry requirements for courses with the same namediffer from place to place. On top of that, some ask forpoints, some ask for grades. What does it all mean?10There seem to be so many types of qualification.How can I tell which sort I should apply for?12You can study a course with the same name at lots ofdifferent universities and colleges. Are they the same?If they aren’t, how do I know which is the right one for me?13I’d like to think the people who teach me are at the cuttingedge of their subject.

How do I check out the department’sresearch record?14The course that appeals to me most is at a university whichis nowhere near the top of the league tables. Does that meanit’s not very good?15It is important to me to get good work experience whilestudying. I also want a course which has a good record ofemployment for its graduates. How do I find this out?16I know what job I want to do when I graduate, but how doI know which subject will suit my choice of career best?17How much help and support am I likely to get from auniversity or college and how will I know how well I’m doing?

18I like the feel of a department I visited on an open day,but there are others with better reputations for teachingand research. What should I do?19How can I find out what existing students think of thecourse and university or college I’m interested in?20There is so much information and data available.What are the key things I should concentrate on?Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10Q11Q12Q13Q14ContentsUniversities and Colleges Admissions Service www.ucas.comQuality Assurance Agency for Higher Education www.qaa.ac.

uk/studentsUCAS conventions are listed at www.ucas.com/getting/events/cal2004/index.htmlThe TQI website is under development and will have comprehensive information from September 2005FURTHER INFORMATIONThere is no one course that is the best for everyonebecause everyone is different. This is not a cop out.Many students ask the same question every year sowe know how important it is to you. But what youhave to remember is that the UK has a diverse andadaptable higher education system and universitiesand colleges offer a wide variety of courses to meetthe needs of many different types of student.

UKhigher education has a well-deserved reputationacross the world for its high level of academicquality and rigorous academic standards.Lots of people will tell you that the best coursesask for the highest entry grades, but that is notnecessarily true. What that does tell you is that thecourses with the highest entry grades attract themost highly qualified students. But although someuniversities may ask for very high entrance gradesfor a particular course, that doesn’t automaticallyguarantee they are offering the best course.

Maybethey can demand very high entrance grades becausethe institution has a very high reputation in the publicpsyche, or a reputation for a fantastic student sociallife and is wildly oversubscribed. In the latter case,high entrance grades are purely in response todemand – a ‘high price’ to limit eligibility for entry.Maybe the actual content of the course or the wayit is studied wouldn’t suit you or the way you workbest. Maybe a course in the same subject at a lessprestigious university or college of higher educationhas livelier lecturers and is more interesting.

All ofthat said, certain universities and colleges do getgood reputations for good reason for certainsubjects, although these can change as academicsmove on. Your subject teacher should know wherethey are, although some teachers are better thanothers at keeping up to date with where thecentres of excellence in their subject are.But we cannot stress too highly that universities andcolleges of higher education have different strengthsand weaknesses and you need to refer to multiplesources of information, evidence and data aboutteaching and research to help you decide which isthe best course for you.

There is access to all thismaterial via the UCAS and QAA websites, and alsothe Teaching Quality Information (TQI) website,which is currently being developed. When decidingwhich course you want to study, and which universityor college you want to go to, you may find it usefulto keep in mind how academic quality and standardsare defined and assessed.Q1 I know what subject I want to study,but there are so many courses. Howdo I know which is the best one?4Individual universities and collegesprovide the most up-to-date informationabout courses, through their prospectusesand other publications.

Also, visit universitiesand colleges on open days or if you are anoverseas student, go to a British Councilexhibition. If you can’t go to an open dayor get to an exhibition, look for informationon the web or telephone the universityor college and ask to speak to someoneabout the course you’re interested in.5The words ‘academic standards’ are used to describethe level of achievement that a student has to reachto gain an academic award – a degree, for example.For similar awards, the threshold level to reach theright standard should be comparable across the UK.

Academic quality describes how well the learningopportunities available to students are managed tohelp them to achieve their award. It is about makingsure that appropriate and effective teaching, support,assessment and learning opportunities are provided.Students’ learning experience is shaped by a broadvariety of factors. Academic matters such as thecurriculum, assessment and teaching delivery, allhave an obvious effect, but also very important arethe support services, such as library and informationservices, welfare and careers services.

QAA has worked with higher education professionalsto develop a Code of practice, which provides a guidefor universities and colleges on managing academicstandards and quality. The Code of practice coversa range of issues and is divided into 10 sections.Some of the sections relate directly to courses andthe other sections have aspects and guidance thathave an impact on the academic standards andquality of courses, but are managed by theuniversity or college as a whole.Institutional audit: a guide for student representativesInstitutional review in Wales: a guide for student representativesEnhancement-led institutional review: a student guide to getting involvedwww.qaa.ac.

uk/students/guidesCode of practice www.qaa.ac.uk/academicinfrastructure/codeofpracticeFURTHER INFORMATIONQ2 I’ve heard people talk about bothacademic standards and quality inrelation to courses. What’s the difference?6Most of it is online waiting for you, but there hasbeen a lot of development in assuring the qualityof higher education over the last 10 years, so youneed to know what you are looking at. Universitiesand colleges are responsible for the academicstandards and quality of their own degrees andother awards – which is known as internal qualityassurance – but QAA judges how reliably theuniversities and colleges fulfil that responsibility –known as external quality assurance.

Since the early 1990s, external and internal qualityassurance processes have evolved and been adaptedfor different parts of the UK. Now, most of QAA’sexternal reviews concentrate on institutional-levelmanagement, although these reviews include somescrutiny at subject level. The exceptions are NHSfundedhealthcare courses in England, which aresubject to comprehensive review by QAA inpartnership with professional bodies, highereducation provided by further education colleges,and Foundation Degrees.

QAA’s institutional review reports contain a summaryof the review team’s findings, which highlights goodpractice and strengths and, if necessary, areasfor improvement. It’s this part of the report thatyou are likely to find most useful.The reports also contain a judgement on thereliability of the information each universityor college publishes on standards and quality,including their information on courses and thequality of teaching. The TQI website, which iscurrently being developed, will contain keystatistics, documents and reports about thequality of teaching at all universities and highereducation colleges in the UK.

During 2005, the National Student Survey isasking students in England, Wales and NorthernIreland about the quality of their courses. Theresults of this will be posted on the TQI website.Use the reports and other information to guideyour choice – not make it for you. You have totake into account a much wider range ofconsiderations – like where the course is andwhether you want to be there – before makinga final decision.Q3 I’ve made a shortlist of coursesI like and read the prospectuses.

Where can I find independentinformation about the courses?QAA’s reports can be found at www.qaa.ac.uk/reviews – you can search for reports by subject or university/collegeThe TQI website www.tqi.ac.ukNational Student Survey www.thestudentsurvey.comFURTHER INFORMATION7For minimum course requirements, whether in grades or tariff points, go to the UCAS website www.ucas.comFor more information on the UCAS tariff, go to www.ucas.com/candq/tariff/index.htmlFor more information on entry tests, including dates, go to www.ucas.com/test/index.

htmlFor specimen test papers, visit the test provider website which can be accessed from the UCAS websiteFor details on Oxford and Cambridge universities’ admissions tests, including dates, see their prospectusesor their websites www.ox.ac.uk and www.cam.ac.ukFor more details on the accreditation of prior learning and Access to Higher Education, go towww.qaa.ac.uk/academicinfrastructure/apl and www.qaa.ac.uk/accessFor guidelines on recruitment and admissions, go to www.qaa.ac.uk/academicinfrastructure/codeofpracticeFor information about the QAA recognition scheme for Access to HE, go to www.qaa.ac.

uk/accessEntry requirements differ because higher educationis a market. Some courses are very popular and eachyear they receive many more applications than thereare places available. Others are not oversubscribedin this way. Setting different entry requirements fordifferent courses is one way for universities andcolleges to manage the demand for different courses.When there is low demand, the entry requirementsare generally lower, and when there is high demand,they are higher.As for points or grades, some universities and collegesonly ask for exam grades, possibly supplemented withan interview, the submission of written work or theirown test.

However, many universities and collegesare operating on the new UCAS tariff system, whichrecognises a wide range of academic achievementsand extra-curricular ones, such as music grades, ina numerical score. Some institutions use a mix ofgrades and points so that they can be moreflexible with the offers they make. Each coursehas its minimum requirements, whether theseare described as grades or tariff points and youcan see these on the UCAS website, in TheOfficial Universities and Colleges EntranceGuide – commonly known as the Big Guide –and in university and college prospectuses.

Remember that the requirements in paperpublications are collected a year in advanceand they can change. All offers are unique andapplicants with identical tariff points or examgrades may be treated differently because onehas more to offer than another, perhaps in termsof extra-curricular activities or raw potential.Additional admissions tests are set in subjects likemedicine, veterinary science and law, but even historytests are being introduced by a few institutions.Q4 The entry requirements for courseswith the same name differ from placeto place.

On top of that, some ask forpoints, some ask for grades.What does it all mean?8FURTHER INFORMATIONApplicants are tested for different aptitudesand skills, depending on the subject. Forexample, the Bio Medical Admissions Test(BMAT) is designed to evaluate thinkingskills, and admissions tests for history willask applicants to apply ideas or propositionsfrom supplied text to an historical situation.Oxford and Cambridge universities routinely setadmissions tests for some subjects, as well asinterviewing candidates and asking for writtenwork.

Most institutions, however, don’t set testsbut rely on the UCAS tariff or exam grades.Students with previous qualifications aboveand beyond those asked for at entry, and/orthose students who are able to demonstratethat they already have the equivalent skills,knowledge and understanding that will becovered by a part of the course, may beable to have this previous learning formallyrecognised through the university’s or college’saccreditation of prior (experiential) learningscheme (recognition of prior learning (RPL)in Scotland).

Also, Access to Higher Education courses aredesigned to prepare mature students who havefew, if any, qualifications for higher education.QAA itself does not directly recognise individualcourses or award certificates to students: itlicenses the Authorised Validating Agencies(AVAs) to do this, and regulates the way inwhich AVAs undertake their responsibilities.Check out QAA’s Guidelines on the accreditationof prior learning and discuss your situation withindividual universities and colleges.9It depends to some extent on what you want todo with the qualification at the end of your studies,but don’t worry if you aren’t sure yet.

There is plentyof choice.In England, Wales and Northern Ireland, acertificate-level course, such as the Certificate ofHigher Education, will give you a sound knowledgeof the basic concepts of a subject, teach you howto take different approaches to solving problems,communicate accurately and give you the qualitiesneeded for a job which expects you to take somepersonal responsibility. The certificate may be a firststep towards obtaining a higher-level qualification.Courses cover broad occupational areas and usuallytake a year full-time, although they are more oftenoffered part-time.

In Scotland, the Certificate ofHigher Education (CertHE) usually takes one yearof full-time study. Some CertHEs are awarded forachievement over several subjects, while othersfocus on one. Some are strongly job-related. TheHigher National Certificate (HNC) is at an equivalentstandard to the CertHE.Foundation Degrees, ordinary (bachelor) degrees,diplomas of higher education and other higherdiplomas may be job-related, too, and will give youa sound understanding of your subject and how toapply its principles more widely.

They teach youhow to work out the best ways of solving problemsand will develop qualities you need for a job whichexpects you to make decisions, as well as takingpersonal responsibility.The Diploma of Higher Education (DipHE) usuallytakes the first two years of full-time higher educationin Scotland. Some DipHEs cover several subjects,others just one. Again, some have a strong job focus.Foundation Degrees can be two-year full-timeprogrammes or three-year part-time. These coursesare created in conjunction with employers to get youready for a specific type of job, with work-based andflexible learning.

They should also qualify you forprogression into an honours degree programme ifyou want to carry on.Ordinary degrees usually take three years full-timeand differ from honours programmes because thework involved, the credit gained on completion andthe specialisation are less. Graduates with an ordinarydegree are able to demonstrate a sound understandingof the principles related to their chosen subject. Thecourses may have a vocational focus, but generallycontain a common element to a similarly namedhonours programme.

Q5 There seem to be so many typesof qualification. How can I tell whichsort I should apply for?10FURTHER INFORMATIONQualification levels www.qaa.ac.uk/academicinfrastructure/fheqAlso for Scotland www.scqf.org.ukHonours qualifications include bachelor’s degreeswith honours, graduate certificates and graduatediplomas. Graduates with a bachelor’s degree withhonours will have developed an understanding of acomplex body of knowledge, some of it at the currentboundaries of an academic discipline.

Through this,they will have developed analytical techniques andproblem-solving skills that can be applied in manytypes of employment. The graduate will be able toevaluate evidence, arguments and assumptions,to reach sound judgements, and to communicateeffectively. They will understand complex issuesrelated to their subject.An honours graduate should have the qualitiesneeded for jobs requiring personal responsibility,and decision-making in complex andunpredictable circumstances.Honours degrees form the largest group of highereducation qualifications.

Typical courses last forthree years, if taken full-time, and lead to a bachelor’sdegree with honours, with titles such as Bachelor ofArts – BA (Hons), Bachelor of Science – BSc (Hons)or Bachelor of Engineering – BEng (Hons).Also at this level are short courses and professional‘conversion’ courses in some subjects, such as in law,called graduate certificates and graduate diplomas.These courses are usually taken by those who alreadyhave a degree, but in a different subject area.The Scottish bachelor’s degree with honours usuallytakes four years of full-time higher education and isawarded mainly as a Bachelor of Science (BSc Hons)or a Bachelor of Arts (BA Hons).

Many honoursdegrees will have a specific vocational focus, and insome cases will carry recognition by the appropriateprofessional or statutory body.In a small number of universities, particularly inScotland, and in some faculties, this qualificationis called ‘MA (Hons)’.Master’s degrees are postgraduate qualifications,and full-time courses usually last at least one year.Some master’s-level qualifications are extendedcourses integrating undergraduate and postgraduatestudy, such as a master’s degree in engineering(MEng) or a master’s degree in chemistry (MChem).

The honours degree is the usual recognisedentry requirement to postgraduate study and tomany professions across the UK, although thereis an increasing demand for master’s-levelqualifications by some employers. Many master’sdegrees with a specific job focus carry recognitionby the professional or statutory body.11No, they are not all the same – in fact the content ofa course with the same name can vary quite a lot, soyou have to be careful about what you pick to makesure you like the sound of what you will be studying.

Why is this? The typical content of individual subjectareas is decided and agreed by the academics andprofessionals studying, teaching, researching andworking in these areas. These people are uniqueindividuals with ideas and strengths which vary,so they are not going to offer exactly the samethings to study.However, there are some basic guidelines foreach major subject area, which will give you agood idea about what to expect. QAA provides abroad description of the typical content of morethan 50 subject areas to produce what are knownas subject benchmark statements.

Benchmark statements are not a national curriculumin a subject. They have been written in a way thatallows ample scope for diversity in content amongstcourses. Universities and colleges are able tocustomise the content and adapt the title of anindividual course it offers to reflect its particularstrengths in that subject area, and to give studentsa good range in the types and content of coursesavailable. But the title must reflect the contentand follow some basic rules about describing thelevel and type of qualification the course leads to.

In this way, the statements also help to ensure thatthe standards of honours degree courses acrossthe UK meet an agreed level.Universities and colleges have also written programmespecifications for each course/programme offered.These specifications should give more detailedinformation about the content, teaching and learningmethods used, assessment and support available tostudents for each course. Some programmespecifications have been written specifically forstudents, whilst others are more suitable forprofessional higher education staff.

Another way of learning more about an individualcourse is to look at UCAS entry profiles which youcan find online for many courses. They give detailsabout entry qualifications, selection criteria anddesirable personal characteristics, much of whichwas not previously available. All of this is essentialfor making fully informed choices about entry tohigher education.To find entry profiles, use the Course Search facility on www.ucas.com and look for the orange bar entry profile symbolProgramme specifications www.qaa.ac.

uk/academicinfrastructure/programspecAlso check www.tqi.ac.uk or contact university or college subject departmentsFURTHER INFORMATIONQ6 You can study a course withthe same name at lots of differentuniversities and colleges. Are theythe same? If they aren’t, how do Iknow which is the right one for me?12Universities and colleges put emphasis ondifferent aspects of higher education. Some puta lot of emphasis on the research they carry out,others put more emphasis on teaching and learning.But all students at honours degree level and aboveshould be engaging with current research, and thedepartment prospectus or UCAS entry profile willgive you some guidance about the type and levelof research activity you can expect.

Think about what you need or want from your timein higher education. If you think you need or wantless support and guidance than other students, oryou think you will eventually undertake postgraduateresearch, then you may well prefer a university orcollege that concentrates on research. If you’ll findthe support and guidance of a teaching-led universitymore suitable, then go for that. The teaching staffshould be up to date on the subject they teach, evenif they haven’t done the original research themselves.

The higher education funding councils conductexternal review of research in universities andcolleges through the Research Assessment Exercise(RAE). The RAE assesses the quality of UK researchand the funding councils use the results to help themdecide how they distribute public funds for researchin universities and colleges. The RAE is not aboutteaching or indeed any links between research andthe teaching on individual courses.The last RAE was completed in 2001. The next RAEis due in 2008. As you can imagine, some of theinformation from the last RAE is getting a bit outof date, particularly because many universities havemade a big effort in the years since the last one todevelop their research, so will now have strongerresearch teams.

Don’t be afraid to ask departmental staff questionsbefore you make your final choice. Think about thesubjects that interest you most and serve your longertermeducational and career interests, as well as theresearch record of a particular department.Q7 I’d like to think the people whoteach me are at the cutting edgeof their subject. How do I check outthe department’s research record?For more information about the RAE, check www.rae.ac.uk and www.hero.ac.ukFor a guide on programme approval, monitoring and review, seewww.qaa.ac.

uk/academicinfrastructure/codeofpracticeFURTHER INFORMATION13No it doesn’t. The position of a university or collegein a newspaper league table can vary enormouslydepending on the criteria used to work it out and thedifferent weightings used. One national newspaperwebsite allows you to change the method ofcalculating the subject tables so that you can decidewhich criteria are most important to you and, as aresult, different institutions change places easily upor down the table.Seeing how easy it is to reorganise the rankingsshould tell you that the criteria a newspaper usesto select the best places to study a subject may notnecessarily be the criteria you might use.

What partof the country a university or college is in, for example,might be a very important factor for you and if thatwas put into the criteria, your favourite course maycome top!That said, very few people will resist casting an eyeover league tables and some universities actuallyencourage it by drawing attention to their position ifit’s particularly good. Just remember league tablescan be useful as long as you read them with anintelligent and critical eye and a healthy dose ofscepticism. To help you do this, UCAS publishes ahelpful booklet called How to Read League Tables.

Neither UCAS nor QAA produces league tables.There are no centrally controlled course curricula,so it is difficult to compare the achievements ofdifferent institutions. Some universities have manydepartments and the standards and quality providedby each department can vary. League tables mighthelp a bit, but they might not. What will help youchoose is thorough research on the university orcollege website, looking at independent reviewsof teaching and research, such as those providedby QAA, and information available on the TQIwebsite.

Don’t forget, a visit to a university orcollege and asking lots of questions when you’rethere can tell you a lot more that is relevant toyou as an individual than a league table can.Q8 The course that appeals to me mostis at a university which is nowhere nearthe top of the league tables. Does thatmean it’s not very good?How to Read League Tables – available from UCAS, price £3.50, including postage and packingFURTHER INFORMATION14Some degrees incorporate work experience as anintegral part of the course – for example, sandwichcourses include an extra year (or part of each year)in which you are placed with an employer.

You aremost likely to have work experience included injob-related courses.Check the entry profiles of courses that soundinteresting to see what they say about workexperience. If there is no information, call or emailthe university or college to find out what’s on offer.Ask how work experience is arranged, and have alook at the programme specification for the courseand any feedback from current or former studentsabout their work experience. As part of its Code ofpractice, QAA has a section on placement learning.

This gives guidelines on good practice for universitiesand colleges and covers work experience thatcontributes towards final qualification.An alternative would be to consider taking atwo-year Foundation Degree. These courses arespecifically designed by universities, colleges andemployers together to include work-based learning.As for graduate employment rates, ask the universityor college and the department about it and whetherthe employment figures they quote are subjectrelated.Some of the newspaper league tables doinclude employment rates among their criteria, soyou could look at that too.

Information should alsobe on the TQI website. It is also worth looking intowhether or not a university or college offers theopportunity to be involved in an institution-wideskills development scheme – one which is not anintegral component of a course.You can, of course, get work experience by takingterm-time employment, as many of you will. Lotsof universities and colleges offer work on campusand some have job agencies of their own. The vastmajority of jobs taken by students to help costs arelow grade, but all kinds of work experience can helpto enhance your ‘employability’ – that set of skillsgood employers want.

This means confidence in yourability and understanding; communication – reading,writing, speaking and listening; analysis – numericaland literal; problem solving; decision making;teamwork; flexibility/adaptability; self awareness;willingness to learn. Without this full set of skills,your career possibilities may be limited.For a guide on placement learning www.qaa.ac.uk/academicinfrastructure/codeofpracticeTQI website www.tqi.ac.ukFURTHER INFORMATIONQ9 It is important to me to getgood work experience while studying.

I also want a course which has agood record of employment for itsgraduates. How do I find this out?1516It depends on what job you want to do. If you knowyou want to be a doctor, then you take a degree inmedicine, and if you want to work in fashion, therewould not be a lot of point in doing an engineeringdegree. Some jobs do demand a specific subjectdegree, particularly in the fields of science andengineering. Courses that lead to a professionalor vocational qualification are often accreditedby a professional, statutory or regulatory body.

A professional body is set up to oversee theactivities of a particular profession, for examplethe Royal Institute of Chartered Surveyors. Astatutory body is set up through Act of Parliament,so that there is a legal requirement for a body tohave oversight of a particular area, for example,the General Medical Council. A regulatory body isrecognised by the government as being responsiblefor the regulation or approval of a particular area.This form of accreditation for students may lead toa right to practise a profession, exemption fromprofessional examinations and/or membership ofa professional body.

As an example, the GeneralMedical Council accredits programmes in medicine.So if you know you want a specific professional job,contact the relevant professional body, which will beable to tell you the courses they accredit, the skillsthey require and where you can study these courses.Do this before you make your final choice.But there are some degrees that sound like they arenecessary for a specific job – law or journalism, forexample – but aren’t. Conversion law courses existfor graduates of any discipline, which take a yearand give you the opportunity of studying a courseyou particularly fancy beforehand; some law firmsprefer people who have studied a non-law degreefirst.

There are postgraduate courses in teaching,social work, journalism, publishing and evenmedicine, and some employers provide specialisttraining for graduates – accountancy, banking, ITand the civil service, for example.Getting on for two thirds of graduate vacanciesare not dependent on the course studied. Althougha degree does provide you with in-depth specialistknowledge of a subject, the process of studying forthat degree and the skills it teaches you, plus thewider social experience of university or college life,are what many employers want.

So, unless youknow that you need to study a particular subjectfor a particular career, the choice is yours.Q10 I know what job I want to dowhen I graduate, but how do I knowwhich subject will suit my choice ofcareer best?17This will vary widely depending on the type ofinstitution you attend and the type of help andsupport you need. Many universities and collegeswill have study skill centres to help studentsadjust to academic life.You should also have an individualpersonal/academic tutor to turn to if you hit asticky academic or personal patch.

All universitiesand colleges will have support staff to help youwith the kinds of problems you might encounterwhether it is the purely practical – a problemwith housing, for example – or the very personal.All courses should feature regular assessment ofand feedback on work throughout your study. Thisfeedback could be written, or offered in one-to-onemeetings or group tutorials. Departmental staffshould be clear about learning goals and helpstudents achieve them.You may also have the opportunity to discuss yourprogress and plan for the future through ‘PersonalDevelopment Planning (PDP)’ or a similarly namedprocess.

PDP is a structured and supported process,which will help you think about your own learningand achievement and plan for your education andcareer development. At the end of your study, youruniversity or college may provide you with a‘transcript’. This is a record of your learning andachievement and includes details of the modulesor units taken throughout your course, and often thegrades or marks achieved in each unit. Together, the‘transcript’ and PDP process are often described asforming a ‘progress file’ for higher education.

The National Student Survey results will report whatrecent students thought about the support andfeedback provided by their university or college.Q11 How much help and supportam I likely to get from a universityor college and how will I know howwell I’m doing?Information on progress files www.qaa.ac.uk/academicinfrastructure/progressfilesFor guides on the assessment of students, students with disabilities and career education, information and guidancewww.qaa.ac.uk/academicinfrastructure/codeofpracticeNational Student Survey www.

thestudentsurvey.comFURTHER INFORMATION18You need to ask yourself some basic questions whenweighing up your options and before you make yourfinal decision. What do you want to achieve at theend of your time in higher education? What careerdo you want after you graduate? What do you enjoystudying? What courses does the department offer?What modules are taught in your preferred courses?What extra-curricular options/activities are therewhich would complement the academic skills youwant to develop?

Then ask yourself whether the department youvisited could help you to fulfil the aims you’veidentified, or would another departmentbenefit you more?Make sure you have visited all departmentsof interest so that you can compare andcontrast them against your own criteria.Choose a course that fits in with yourpersonal circumstances. Do try to talkto students who are already there. Ifafter this you still prefer department x,then you are more likely to be happy,successful and enjoy the whole studentexperience there than elsewhere.

Q12 I like the feel of a departmentI visited on an open day, but thereare others with better reputationsfor teaching and research.What should I do?The best way to do this is to talk to currentstudents during open days and speak to studentambassadors at UCAS conventions. Bear in mindthat these students will have positive stories to tellor they would not be offering themselves as guideson open days or as ambassadors of their universityor college at conventions. However, it is a usefulinsight into what goes on at that particularuniversity or college.

In a more formal way, current studentscontribute to discussions about academicstandards and quality by providing feedback totutors on individual units and modules or courses.They also give feedback to university or college ornational surveys and provide an independent writtencontribution to or take part in a QAA review. Thereports of most reviews are published.The National Student Survey will be running for thefirst time in 2005. The survey results will report onwhat recent students thought about the quality oftheir courses.

These results will be available on theTQI website from September 2005.National Student Survey www.tqi.ac.ukwww.thestudentsurvey.comStudent representatives in Scotland www.sparqs.org.ukQAA review reports www.qaa.ac.uk/reviewsFURTHER INFORMATIONQ13 How can I find out what existingstudents think of the course anduniversity or college I’m interested in?1920We know it’s tough to fit this all in when you arestudying and perhaps have a part-time job, but thisis important – this could be somewhere you spendthree years or more of your life.

When you visituniversities and colleges ask students you meet,particularly those on your preferred courses, thethings they wish they had known when they were atyour stage of the application process. Keep a recordof your research. Finally, be fully aware of thefinancial implications of your choice in certain partsof the UK. You will be among the first students to beliable for variable tuition fees in England and NorthernIreland from 2006, although these fees will only bedue for payment after graduation.

Nearly half of you will benefit from newmaintenance grants, and colleges and universitieswill all have bursary schemes that will help manyof you – some will be offering much more supportthan others. There is a lot to weigh up.Do your research. Don’t rely on one visit to auniversity or college in the sunshine with a bunchof mates. A few months further down the line youwill have matured and you may be looking out forsome different things after all that research.Good luck.Start by concentrating on researching possibilities and exploring and expanding your horizons. How?Q14 There is so much informationand data available.

What are thekey things I should concentrate on?go to a UCAS convention, which has lotsof information and representatives ofuniversities and colleges under one roofgo prepared. Work out a route plan round theconvention hall and a timetable, so that youget to see the stands of all the universitiesand colleges that appeal, plus view anypresentations you want to seeget hold of a copy of UCAS’s Getting InGetting On, supplied to all schools to helpstudents prepare for and get the mostout of conventionsgo to open days of the universities andcolleges that appealread prospectuses and the entry profiles ofcourses that you think would be goodprioritise the things that are most important to you –academically and sociallystart looking at detailed course leaflets andindependent QAA review reports using your criteriato narrow down your list and zoom in on the best fitkeep asking yourself ‘Would I enjoy that?

Will I be interested in it?’draw up a shortlist of the places you are goingto apply to and revisit the institutions that interestyou mostcheck the TQI website to help refine your choices