Open College Network for Central England
October 1999

Web site for Open College Network for Central England

Contents

• Foreword
• The AVA context
• Governance and committee structures
• Management, organisation structures and administrative arrangements
• The development, validation and evaluation of Access programmes
• Assessment, moderation, standards and the award of certicates
• Learner experience and progression
• Conclusion and Recommendation to the ARLC
• Conditions and Recommendations

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Foreword

1 The Quality Assurance Agency for Higher Education (QAA) is responsible to the Department for Education and Employment (DfEE) for the recognition of Access to Higher Education courses. QAA exercises this responsibility through a national network of authorised validating agencies (AVAs), which are responsible for the processes of individual course recognition and the award of 'kitemarked' Access to HE certificates to students on QAA's behalf. QAA has developed a scheme for the licensing and review of the AVAs, the principles and processes of which are described in the QAA Recognition Scheme for Access to Higher Education in England, Wales and Northern Ireland. The Recognition Scheme is regulated and administered by the Access Recognition and Licensing Committee (ARLC), a sub-committee of the QAA Board of Directors.

2 This is a report of a major review of the AVA function of the Open College Network for Central England (OCNCE), undertaken by QAA. The Agency is grateful to OCNCE and to those who participated in the review for the willing co-operation provided to the review team.

Aims and objectives

3 The aims of the system of AVA review are:

i to provide the basis for an informed judgement by the ARLC about the fitness of the AVA to continue as a licensed agency;

ii to promote public confidence in Access to HE as a properly regulated and respected route into higher education by assuring:

• the quality and adequacy of AVAs' systems and procedures
• the quality, comparability and range of AVAs' operations
• the adequacy and comparability of AVAs' standards for approval, moderation and monitoring of programmes
• consistency across AVAs in the operation of criteria for the granting of the Access to HE award
• the sufficiency and consistency of standards achieved by students granted the Access to HE award;

iii to stimulate reflective and self-critical perspectives within AVAs, as an instrument to promote quality enhancement;

iv to provide an opportunity to identify and disseminate good practice of AVA operations;

v to provide a mechanism for ensuring necessary, and encouraging desirable, improvements and developments in AVAs.

4 The objectives of each AVA review are:

i to examine, assess and report on:

• the development of, and changes in, the AVA since its last review or initial licence, and its plans and targets for the future
• the organisation's continuing viability and robustness and the ways in which the AVA demonstrates sound governance
• the efficiency and effectiveness of the AVA's operational and quality assurance systems
• the range and scope of the AVA's activities, and the appropriateness and value of these activities
• the ways in which the AVA approves and monitors programmes and the ways in which these processes take account of the need for consistency and comparability
• the ways in which the AVA satisfies itself of the adequacy and comparability of standards achieved by students gaining the 'kitemarked' Access award
• the evidence available to indicate the AVA's success in achieving its aims and targets;

ii to identify and report on:

• strengths and good practice in procedures and operations
• areas which would benefit from further development
• areas requiring attention.

Outcomes

5 Following the review of an AVA, the reviewers' report is presented to the ARLC by a member of the review team. The Committee then makes one of the six following decisions:

i unconditional confirmation of renewal of licence for a specified period;

ii conditional confirmation of licence with conditions to be met by specified date;

iii provisional confirmation of licence with conditions to be met and further review visit by specified date;

iv suspension of licence until specified conditions are met;

v withdrawal of licence for operation as an AVA;

vi temporary renewal of licence with request for further information by specified date (decision suspended).

The review process

6 The review was conducted in accordance with the process detailed in the QAA Recognition Scheme for Access to Higher Education in England, Wales and Northern Ireland and approved by the ARLC. The preparation for the review of OCNCE included a preliminary visit to QAA offices by the OCNCE Development Officer for Access to HE to discuss the requirements for the Critical Report and the process of the review; the preparation and submission by OCNCE of its Critical Report, together with a selection of supporting documentation; a visit by the QAA Assistant Director (Access) to OCNCE to discuss the arrangements for the review visit and to identify further documents for the review team; a meeting of the review team to discuss the Critical Report and supporting documentation and to establish a draft programme for the review visit; and negotiations between the QAA and OCNCE to finalise the programme and other arrangements for the review visit.

7 The review visit took place on 16 and 17 June 1999. The visit to OCNCE by the review team consisted principally of meetings with representatives of the AVA including: AVA officers; members of Council, the Management Committee, Quality Assurance Committee and Higher Education Access Committee; Access to HE moderators; Access to HE co-ordinators and tutors; former students from Access to HE programmes; and HE admissions staff.

8 The review team consisted of Professor Steve Bristow, Principal and Chief Executive, Shrewsbury College of Arts and Technology, and Ms Margaret Davidson, Sector Manager External Relations, Charles Keene College. The review was co-ordinated for QAA by Ms Kath Dentith, Assistant Director (Access), Institutional Review Directorate.

The AVA context

General background and developments since last review

9 The Open College Network for Central England (OCNCE) has its origins in the Central Access Network (CAN), which superseded the Coventry University/University of Warwick/Forum for Access to Midlands Education Joint Recognition and Review Steering Group. It was established as an Open College Network in 1992-93 on the basis of a partnership between nine further education (FE) colleges in Coventry, Solihull and Warwickshire; Coventry University; and the University of Warwick. In 1993-94, two further FE colleges joined the Network. Access to HE courses were offered by all of these colleges, several offering more than one, together with one operated through Community Education provision in Coventry. By 1996-97 the number of Access to HE courses had risen to 30, with the Workers Educational Association, Coventry Local Education Authority and Coventry University also offering programmes, each with a distinctive target market.

10 During 1996-97, CAN adopted a revised constitution, changing its name to OCNCE as a reflection both of the greater flexibility of credit based, unitised provision which it was by then validating, and of its changing relationship with the National Open College Network (NOCN).

11 During the same year, discussions were held with Herefordshire and Worcestershire Colleges Authorised Validating Agency (HWCAVA) with a view to absorbing the work of the latter into CAN/OCNCE, formalised via the Statement of Agreement of March 1997, which provided for the 'affiliation' of HWCAVA to CAN from 7 April 1997. The Agreement provided for development support from CAN for HWCAVA courses which wished to achieve OCN accreditation but made clear that those HWCAVA-licensed Access to HE courses which did not wish to seek such accreditation would remain the responsibility of HWCAVA which, in turn, would retain responsibility for its HEQC Access Courses Recognition licence. At this time, HWCAVA consisted of one HEI (Worcester College of Higher Education) and 11 FE Colleges, some of which have retained links with other OCNs for their non-Access provision. In practice, HWCAVA has ceded its AVA functions to OCNCE from September 1998 and it is intended that full co-terminosity of AVA and OCN membership will be achieved by September 1999.

12 In 1997-98 OCNCE had 17 organisations in full membership, including three HE members. The absolute number of 'kitemarked' Access to HE programmes has been fairly stable in the last few years, but, as elsewhere, changes have occurred in the organisation of programmes, with a number of amalgamations and the development of larger, modular programmes. Other recent changes in provision have reflected an increasing demand for courses with a named vocational progression route and more part-time and flexible modes of delivery.

13 The AVA was last reviewed by HEQC in June 1992. In recommending approval for the continuation of the CAN licence without conditions, the HEQC Panel reported that 'there was ample evidence from the Review of the AVA's dynamics and commitment from member institutions'.

Registrations, achievement and target groups

14 In 1997-98 some 22,000 learners were registered on OCNCE programmes, 14,000 of whom were new during that year. Of these, 925 were registered on Access to HE programmes, a rise of 18 per cent on the previous year.

15 Whilst the number of Access to HE courses has increased steadily since 1992 and the number of students registered on Access courses has risen substantially, the achievement of the 'kitemarked' Access certificate has fallen in proportionate terms. In 1997-98, for example, of the 975 learners registered on Access programmes, only 278 achieved 'kitemarked' certificates. This can, to a large extent, be accounted for by the changing mode of study from full-time to part-time, which the Critical Report attributes primarily to changes in Department of Social Security benefit rules. However, OCNCE has also identified an increasing trend for students to leave courses early, some to take up employment. While there are legitimate reasons for this apparent trend, some of them statistical, and withdrawal statistics are notoriously unreliable, it is important that the OCN should investigate the reasons for non-completion fully, to ensure that Access to HE programmes continue to meet the needs of students.

16 In recent years, on full time programmes, 80-100 per cent of those who have completed the programmes have been awarded the 'kitemarked' Access certificate. 90-100 per cent of all students who have received the Access certificate have been successful in gaining places in higher education.

17 The broad target group for Access to HE is defined by OCNCE as 'those adults (usually aged 21 years or over) who wish to enter higher education but do not have the traditional post 16 qualifications to enable them to do this'. Specific target groups are identified by providers within programme submission documents and these are considered at recognition to ensure that the programme is appropriate to the group identified.

18 Figures show an increase in the proportion of female learners (now 71 per cent). The Critical Report also acknowledges that 'adult males are not being recruited to any large degree on Access provision' and that there is 'a need to focus recruitment strategies and programme development and delivery on this'. The Critical Report also states that 'The successful targeting of women returnees six years ago now needs to be replicated for men'. The review team would concur with this view.

19 The OCN's role in targeting has been primarily advisory, in helping providers to develop the curriculum in appropriate ways for particular target groups. The systematic collection of student registration data has allowed the OCN to monitor success in reaching particular groups and to set operational targets. The AVA has identified the need to focus on widening participation to reach a broader socio-economic spectrum. The review team noted the OCN's intention to address these matters and considered that the AVA could play a more active role in helping providers to target, and effectively recruit, members of groups under-represented in higher education.

Aims, objectives and strategic plans

20 OCNCE's constitution identifies its aims as being to:

• promote access to education and training at all levels, including entry to higher education, especially for those who have benefited least from available provision;
• promote the comprehensive and strategic use of credit and the national credit framework, in all sectors across the membership area;
• offer opportunities for adults to gain credits, as defined by the national credit framework, for their learning wherever it takes place;
• improve the quality and flexibility of learning opportunities across the membership area through the promotion of curriculum development and national unitisation within the credit framework.

21 OCNCE conducts systematic strategic planning at appropriate levels, and thorough operational planning based on the receipt and consideration of appropriate reports. OCNCE Council has approved a strategic plan for 1997-2000 and annual operational plans which include the following strategic objectives: 'to ensure that the OCN meets the criteria and standards in its role as an accreditation body required by DfEE, NOCN, QAA and QCA'; 'to support the development of unitised Access to HE provision across the region which meets the requirements of the licensing authority for the national kitemark'; 'to support partnerships both locally and nationally promoting credit framework developments spanning FE and HE'.

22 Specific responsibility for Access to HE course approvals and the award of the national 'kitemark' is delegated to a Higher Education Access Committee (HEAC). HEAC set itself six key points for action in its operational plan for 1998-99:

• to successfully complete the QAA review and retain the AVA licence;
• to develop the moderation process within Access to HE provision in line with other developments in the OCN;
• to further support and develop flexibility within Access to HE provision which meets the needs of target groups and continues to strengthen the place of Access to HE as a tool for progression both to education and employment;
• to develop methods for the most effective receipt of accurate statistical information relating to Access to HE with particular reference to achievement and progression;
• to support tutors with particular reference to assessment and delivery methodologies to meet the particular needs of Access to HE provision and external agencies;
• to consider ways in which Access to HE can effectively meet the widening participation agenda locally and nationally.

23 The review team considered that there was an effective process for determining appropriate strategic planning and target setting within the OCN as a whole, which took appropriate account of its AVA responsibilities. The review team was particularly interested to explore the extent to which the stated key objectives were shared by various participants within the OCN's structure, especially given the relatively recent affiliation of HWCAVA institutions and the consequent harmonisation of procedures and understandings which was under way. In general terms, the team concluded that the OCN is making good progress towards meeting these objectives and is confident that future progress will be adequately reported via the OCN's annual report to QAA.

Governance and committee structures

Legal and constitutional status

24 OCNCE is an unincorporated association, governed by a constitution which may be amended by two thirds of those members of Council present at any meeting of the Council to which 14 days' written notice of amendment has been given. Unlike its committees (for which the quorum is set at 50 per cent), no quorum is specified for Council meetings.

Membership

25 Membership of OCNCE consists of three categories: full members (recognised, established and significant organisations in the field of education and training within the OCN's area which are committed both to the use of the OCN's services and to playing an active role in the work of the OCN); affiliate members (those who are willing to use, and contribute to, the OCN's procedures and facilities but for whom, for whatever reason, full membership would not be possible or appropriate); other users (whose connection with the OCN is limited to use of its accreditation services).

Governance

26 The Council is supported by three principal committees: the Management Committee, the Quality Assurance Committee (QAC) and the Higher Education Access Committee (HEAC). The role of each committee and its relationship to other Committees and to the Council is specified in the Constitution and appears to be well understood in practice. Although QAC and HEAC have a common interest in quality assurance matters, their roles are prescribed clearly in such a way as to ensure that they do not interfere with, or duplicate, each other's work, whilst ensuring that each keeps abreast of the other's activities and decisions.

27 Membership of the Council and its committees is senior and representative. While both FE and HE members play an active role in Council and the Management Committee, it is clear that QAC is more FE-driven, whilst HEAC has stronger HE influence. This is to be expected and appears to work well.

28 Members from the HWCAVA area are to be found on all committees, and, indeed, the Principal of a former HWCAVA College currently chairs the Council. It was clear to the review team that the integration of HWCAVA members into the OCNCE organisation had been achieved successfully and without jeopardy to those institutions which relied on the HWCAVA AVA licence for their authority to offer programmes leading to the 'kitemarked' Access to HE Certificate. The team therefore considered that it would be entirely appropriate for QAA to formalise the cession of the HWCAVA AVA licence to OCNCE.

29 In doing so, the review team was mindful of QAA's concern that AVAs should ensure that their constitutional arrangements are as robust as possible. The team discussed with representatives of OCNCE Council the question of a different form of constitutional status from that of unincorporated association. The team was assured that this question had already been considered at some length but that it had been decided to retain the current status. The team would, therefore, recommend that OCNCE keeps this question under active review but, in the meantime, should ensure that the provisions within the existing Constitution for its amendment be strengthened.

Council

30 The Council consists of one senior representative from each full member institution, together with representatives of affiliate members, co-opted members and the OCN Director (in attendance). The Council is required to meet at least twice a year and is chaired by one of its full member representatives, elected normally for two years. The review team noted that the Council meets regularly, effectively conducting business that is appropriate to it and maintaining a strong commitment to strategic positioning, planning and review. Its membership is knowledgeable about the work of the OCN and the seniority of representation contributes to the authority of the organisation with member organisations. Its evident significance both to the work of the OCN and the perception of the OCN within member institutions, and the cordiality of relationships amongst its members are both to be commended.

Higher Education Access Committee

31 HEAC derives its authority directly from Council and reports directly to Council. It liaises with QAC, which is appointed by, and reports to, the Management Committee. The review team found that this arrangement worked satisfactorily, even where the Constitution appeared to place the two committees in a position of potential conflict, such as in relation to the appointment of moderators (formally a QAC responsibility but actually undertaken by HEAC in relation to Access to HE moderators). Indeed, members of the QAC were at pains to point out to the team that Access to HE programmes were not the concern of QAC, that Access moderators were approved by HEAC (and appointments made via a sub-committee consisting of the Chair of HEAC and two QAC members) and that there was no cross-membership between the two committees.

Management Committee

32 The Management Committee's role is very much that of ensuring the effective operation of OCNCE as a business. Although it receives reports from the other committees (and supervises the QAC) it does not appear to attempt to second-guess or otherwise over-rule these.

33 From reading Council and committee minutes, agendas and supporting documents as well as from detailed discussions with members of each of these groups, the review team drew the very strong impression of a formal organisation which was working both efficiently and effectively, with clear demarcation of responsibilities and lines of accountability and with a commendable commitment to cross-sectoral and inter-institutional partnership.

Management, organisation structures and administrative arrangements

34 OCNCE benefits from the strong support of its members. An important aspect of this support is that which it receives from the University of Warwick, on whose campus the OCN offices are located and through whose financial and personnel systems the OCN operates formally. There is an agreement governing the occupation by the OCN of office and associated space on the campus, and a rent is paid annually for this.

35 OCN staff are employed on University of Warwick standard contracts of employment and are nominally the responsibility of the University's Director of Continuing Education, although this arrangement can best be described as being 'at arm's length' from the University's main systems of staff deployment and direction. This arrangement appears to operate very satisfactorily at present, despite the potential for ambiguity and conflict that might, in other circumstances, exist.

36 While wishing to commend the University for its very evident and practical support, the review team would recommend that these arrangements be kept under review by the OCN and the University of Warwick to ensure that neither party becomes unexpectedly compromised by an unplanned or unforeseen change in circumstances.

Staffing

37 The nine staff team members (Director, three Development Officers, Quality Assurance Officer, Administration Officer and three Clerical Officers) understand the work of the OCN and their own role within it very well and maintain close contact with member institutions. They also understand clearly the significance of the separate procedures for awarding 'kitemarked' Access certificates and approach this task with commendable care.

38 Staff effort (particularly the time of the Development Officers) is carefully directed towards meeting the OCN's operational objectives. Thus, for example, the Development Officer with responsibility for Access to HE and the Quality Assurance Officer have spent at least one day a week working specifically with former HWCAVA College teams to help them with the processes of unitisation and recognition.

39 Staff feel themselves to be well supported by the OCN (both by the Director and by Council and committee members), with development plans in place and an active approach to staff development underpinning the operation. There is a strong sense of team-work in the office.

40 Administrative procedures are well documented and records (of Council and committee meetings, Panel events, course submissions, moderators' reports etc) are comprehensive and accessible. OCNCE produces clearly written literature in handbook and leaflet form to support its core processes and procedures. Annual Reports are comprehensive and informative, presenting statistical information clearly and drawing appropriate conclusions from this.

41 OCNCE is, in the judgement of the review team, very well managed. Operating with a turnover of about a quarter of a million pounds annually, it has managed to generate small surpluses in recent years, and in 1997-98 the OCN reduced its membership charge by 20 per cent. There are no specific additional charges relating to Access to HE provision.

42 The relationship between the governance and management structures is clear and provides for an effective organisation, which maintains a focused operation. The earlier positive observations about the Council and committee structure are reflected in, and reinforced by, a strong executive team, led by a very able and energetic Director.

The development, validation and evaluation of Access programmes

Development and validation of new provision

43 Clear systems are in place for the development and validation of new provision. The registering of intention to make a submission with HEAC, followed by the assignment of the Development Worker, ensures that proposals for new provision are well planned and organised. Guidelines are in place to support the process and tutor handbooks are particularly useful. Panel reports are received and approved by HEAC. Reports indicate that panels have an appropriate membership and are keen to ensure appropriate standards are maintained.

44 The move to a clearly specified number of credits required for the award of the 'kitemarked' certificate has provided greater consistency across the AVA. Development work has taken place as a joint activity by tutors from different institutions in the area, for example, the development of GCSE equivalence in Maths and English for inclusion in Access to HE programmes. This has been highly successful and provides not only greater consistency in curricula but also provides a mechanism for greater consistency of standards. The value of subject groups like this has been recognised and the AVA intends to develop more subject specific groups to consider other new developments.

45 A great deal of work has recently been undertaken in integrating all programmes into a credit- based system, as a result of colleges transferring from HWCAVA to OCNCE. Representatives felt that they had been well supported by the Development Worker in completing what has been a demanding task, with some radical changes required for former HWCAVA providers. Access co-ordinators and tutors commented positively on the increased flexibility, opportunity for partial completion and credit transfer opportunities.

Monitoring, evaluation and review

46 A clear quality cycle is identified in the OCNCE's Critical Report and the processes described were confirmed during discussions as well-established and thoroughly implemented in practice. Reporting systems are thorough and a range of reports, for example, internal reviews, moderators' reports and reviews, and statistical analysis by OCN officers, are received by HEAC. Quinquennial reviews are also in place for programmes. All the evidence available to the review team suggested that the systems in place were systematic, coherent and effective.

Assessment, moderation, standards and the award of certicates

Assessment

47 Panel reports indicate that the validation process includes appropriate attention to the question of whether assessment within Access to HE programmes is appropriate to the needs of the learners and whether it provides suitable preparation for progression to higher education. Learning outcomes are clearly identified and assessment criteria are closely linked. A wide range of assessment methods was evident in all programmes examined during the review visit.

48 A compulsory level 3 Examinations Techniques unit has been introduced into all Access to HE courses recognised by OCNCE. It has further been agreed that successful completion of this unit should be a requirement for the award of the 'kitemarked' Access certificate. This has been discussed at some length and is clearly minuted in HEAC minutes. The rationale for this development stems from the widely accepted view that Access to HE learners should have formal examination experience, and be able to demonstrate successful performance in examinations before they progress to HE. The review team's discussions with tutors and moderators suggest that the need to include examinations in the assessment methodology of programmes is supported. However, strong concerns were voiced by Access tutors as to the effectiveness of the unit in its present form, especially at level 3, and the dependence on successful achievement of this single unit for the award of the 'kitemarked' certificate. Tutors expressed the view that there was a danger that the Examinations Techniques unit would become a burdensome 'chore' and that there were other ways in which the desired objective could be achieved. The team considers that there was merit in some of the arguments presented to it, and strongly recommends that the use of this unit should be closely monitored and reviewed.

Moderation

49 The Guidelines for Moderators is excellent in identifying the purpose and process of moderation. It is clear in its description of the type of evidence that should be sampled by moderators, the activities to be undertaken during a visit and the award of credit. Access to HE programmes are referred to specifically under the section relating to the submission document. While the processes and procedures outlined throughout the document ensure that appropriate credit levels are applied to Access to HE, there is no specific reference to the award of an Access to HE certificate. The review team considered that it would be a useful reminder to moderators to include a section entitled 'Award of the Access to HE Certificate' in addition to the 'Award of Credit' section, and so doing would also provide an opportunity to reinforce the importance of the rules of combination within a programme.

50 Moderators are appointed by a group made up of HEAC and QAC members. HEAC approves appointments and this helps to ensure that moderators have appropriate skills and experience. A large number of moderators are drawn from local HEIs. Each programme has a key moderator as well as subject moderators where this is appropriate for adequate moderation of larger and more diverse programmes. Moderator teams meet to ensure consistency in the award of the 'kitemarked' certificate across the different elements within programmes. In general, moderators and tutors, some of whom had moderated a number of different programmes, were able to confirm that, in their experience, there was comparability of standards across FE institutions.

51 In discussion, moderators expressed the view that level 3 assessment criteria approved at panel were appropriate for progression to HE and that there was a very clear understanding of the level 2/level 3 boundary. The recent development of subject groups is intended, in part, to consider comparability of standards in related subjects across different Access to HE providers. Although this development was referred to by some Access tutors, it has not yet impacted on the experience of the moderators whom the review team met. Indeed, some moderators identified the need for such an initiative without apparently being aware that developments in this area had already taken place.

52 Moderators are required to undertake initial training and periodic updating through Moderation Review meetings. The review team noted in discussion with moderators that not all moderators had done this. The AVA needs to consider how it might encourage greater participation in these sessions and whether it is able to enforce this requirement on moderators.

53 OCNCE officers are responsible for moderator training. Moderators suggested that the involvement of experienced Access to HE moderators at this training might help to give it a useful practical focus.

54 There is an annual cycle of Access moderator/tutor fora that allow discussion of Access issues including new developments, standards and other matters. Staff from institutions that have recently transferred from HWCAVA expressed some concern about their ability to attend these and similar activities because of their geographical distance from OCNCE offices. Arrangements have been made for a development worker to be based in the area on a rota basis. The view was expressed that participation at forum meetings might be improved if, on some occasions, they took place in different parts of the OCNCE area.

55 Moderation reports are required by OCNCE in a prescribed format which assures the inclusion of full and relevant information. This allows comparison between reports and common areas of concern are readily identifiable for referral by the AVA officer on to HEAC.

56 The review team concluded that the procedures of moderation are reliable and thorough. All available evidence suggested that moderation was conducted systematically and consistently.

Award of certificates

57 Recommendations for the award of certificates are approved and signed by the moderator. Recommendations are checked by a clerical officer who ensures that the credit combinations and levels meet the requirements of the programme, and there is a defined procedure for the making of any subsequent amendments. The review team concluded that the system was thorough and rigorous.

Learner experience and progression

Learner experience

58 Discussion with moderators, Access co-ordinators, tutors and HE admissions tutors indicated that Access students were well prepared for entry into higher education. The former students met by the review team indicated that they had received high levels of support throughout their programmes. These students had discussed their experiences on the different Access programmes from which they had progressed and considered that there was broad comparability of standards between programmes.

59 Students were aware that the 'kitemarked' Access to HE certificate had national recognition. They took a pragmatic approach to its value, regarding it as providing the key to progression to HE.

Progression

60 The OCNCE booklet, Information for Higher Education Admissions Tutors, outlines programme structure and content, outcomes, assessment and Access certification specification for all Access programmes, providing a useful outline to help admissions tutors in making offers to Access students. The review team noted that the entry for one programme referred to credit combinations which reflected purely local arrangements between the provider and one local higher education institution (HEI), and was an indication of that HEI's particular admissions criteria for Access students rather than a stipulation of the programme's specified successful completion criteria. The team considers that it is important to ensure that the entry for each programme in such a document clearly specifies the requirements for the award of the 'kitemarked' Access certificate.

61 The OCNCE Development Officer organises annual meetings with local HEI admissions tutors and this has facilitated improved student progression on to certain courses. Admissions tutors met by the review team were knowledgeable about Access to HE and keen to recruit learners from these programmes. They reported very favourably on the way OCNCE kept them informed about Access programmes, new initiatives and requirements.

62 Some learners expressed concern over the variation between offers made by HE admissions tutors to Access students, compared to those made to 'A' level students. For example, one HE department required a relatively low 'A' level points score and high number of credits with the Access Certificate, while another department required a high 'A' level points score but relatively low number of credits. Access tutors, learners and admissions tutors all referred to the practice of offers being made which required additional achievement beyond that required for the award of the Access certificate. There was some concern that such offers reflected some misunderstanding about the nature of credit-based awards, with the achievement of more credits commonly being confused with achievement at a higher level.

63 The review team concluded that, while HE admissions tutors will wish to make offers which are appropriate to the needs of their particular courses, these sorts of inconsistency may indicate that there is more work to be done to improve admissions tutors' understanding of Access to HE awards.

64 Monitoring of student progression has been undertaken by the AVA since 1992, although the AVA acknowledges that 'the picture is not...comprehensive and the statistics show obvious discrepancies for some years'. Despite this, the AVA should be commended for maintaining this overview which, when combined with recruitment and retention figures, provides a clear picture of Access activities and trends in recruitment, achievement and progression.

Conclusion and recommendation to the ARLC

Conclusion

65 OCNCE is a well-resourced and efficient organisation, which operates as an effective AVA. It has a strong and very able executive team, committed to ensuring that practitioner and policy activity is supported by sound administrative and development work. It is characterised by strong governance and management structures, and robust procedures and processes for quality assurance systems. The authority of the OCN is respected by Access providers, and practitioners value the expertise and support it is able to provide. The place of Access to HE is well embedded and clearly identifiable in both the OCN's processes and in its practice.

66 The OCN is strongly supported by its members, both through financial commitment and through the close and active involvement of senior members of its member organisations. There is a strong measure of trust and co-operation between members, and cross-sector collaboration at all levels. The evident commitment to partnership working amongst all its members, almost despite the more competitive pressures which may characterise their other working relationships, is commendable.

67 The OCN is an unincorporated association which benefits from favourable agreements with the University of Warwick in respect of accommodation, staffing and other services. Whether or not it chooses to adopt a corporate form, it should consider whether its present Constitution contains sufficient safeguards against the possibility of manipulation by a small group of Council members.

68 OCNCE currently, in effect, holds two AVA licences, its own and that of HWCAVA. It has managed the affiliation (incorporation might be a better word) of HWCAVA well and has ensured that former HWCAVA members play a full part in the work of the OCN, despite geographic difficulties which are the greater in the former HWCAVA area. It is appropriate, therefore, that the position should now be regularised and a single licence should be formally granted.

69 The review team concluded that it was able to have full confidence in OCNCE's fitness to act as a licensed AVA, and that, in exercising its responsibilities in relation to Access to HE, OCNCE should be regarded as a model of good practice.

70 The review team commends OCNCE for:

i the commitment to cross-sectoral and inter-institutional partnership which underpins the work of the OCN;

ii the role of Council in lending authority to the work of the OCN within member institutions and the cordiality of relationships evident amongst its members;

iii the adoption of a clear operational plan and key aims by HEAC, ensuring that there is a formal mechanism within the OCN for the development of Access activities and quality processes;

iv the strong team-work amongst the executive team and the care which it takes in relation to the processes associated with the award of Access certificates;

v the maintenance of an overview of Access activities and trends in recruitment, achievement and progression since 1992;

vi the support which the OCN has given to HWCAVA members in transferring their provision to OCNCE and simultaneously integrating it into a credit based system.

Recommendation to the ARLC

71 The review team recommends that OCNCE be granted an unconditional confirmation of licence.

Conditions and recommendations

Conditions

72 None.

Recommendations

73 The review team recommends that OCNCE:

i keeps under review its constitutional structure;

ii considers how it is able to develop further mechanisms to support Access providers in targeting under-represented groups;

iii carefully reviews the definition, location and demands of the Examination Techniques unit within the 'kitemark' requirements;

iv builds on subject group networks and encourages further HE involvement within them;

v monitors member HEIs' requirements for students from 'kitemarked' Access programmes, with a view to identifying areas in which further liaison with admissions tutors might improve the range of progression possibilities for students.