This page summarises our findings from reviewing education providers and programmes in recent years.
It provides our view on programme advertising and admissions processes, including our regulatory requirements, and what we commonly see in programme delivery.
This information should be considered by education providers when developing new and existing programmes, linked to this area.
Our threshold requirements
- all parties have the information required to make an informed choice about whether to take up or make an offer of a place on a programme (SET 2.1).
- clear and consistent materials are in place for prospective learners and staff applying requirements.
Summary reflections
Education providers have clear structures in place to ensure that all parties have the information required to make an informed choice about whether to take up or make an offer of a place on a programme. This includes clear and consistent information for prospective applicants and for staff applying admissions requirements.
Programmes are usually advertised through central services in addition to education provider websites, and bespoke information is available for prospective applicants depending on the programme.
Education provider approaches
Programmes are advertised in a range of places, primarily on education provider websites and through central services like the University and College Admissions Service and Discover Uni. There are differences in advertising and methods of application between direct entry and apprenticeship programmes. Apprenticeship programmes were also centrally advertised through the ‘find an apprenticeship’ web page.
There are often ‘open days’ or other similar activities for prospective applicants to help them understand the programme, its requirements, and how to apply. Some education providers use virtual activities, such as webinars and virtual tours.
Education providers are normally clear about admissions requirements in a range of materials to ensure applicants understand the requirements, such as advertising materials, and information provided at open days, and staff are supported to apply those requirements consistently and fairly.
Selection methods are different depending on the programme. Entry to direct entry programmes are managed solely by the education provider, and apprenticeship programmes involve the employer, with the education providers making the final decision about whether to admit.
There are a range of recruitment techniques, often with values-based recruitment at the centre of decision making, with face-to-face or virtual interviews normally preferred.
Some education providers showed us how they regularly review admissions requirements and processes to ensure they remain current and fair.
Current sector focus and challenges
For apprenticeship programmes, education providers need to work with their employer partners to agree how operational responsibilities for programme admissions work, including who makes the decision about admission onto an approved apprenticeship programme.
Areas commonly explored further through our assessments
In approval assessments, we often need to explore inconsistencies with the information provided to prospective learners and for the expectations to be applied by the education provider. We expect education providers to clearly define their expectations and correct inconsistencies.