I joined CAVA in October 2024, after spending nearly twenty years working in a variety of more traditional and post-1992 public higher education institutions in England, as well as a private college. All of my working life until now has been spent in higher education. I have often worked alongside colleagues in further education institutions, mainly through longstanding partnerships, so I have long been aware of the sector, its positives and the challenges it faces. I also have experience of providing quality assurance advice, guidance and regulatory support to colleagues and students involved in Level 3 provision in universities. This last point in particular makes the move into Access to HE an interesting challenge. 

I was attracted to the role at CAVA as I feel very much aligned to CAVA's values, aims and mission. The themes of continuous improvement, integrity, transparency, inclusivity and acting as critical friends to colleagues in the sector all cut across the work I have done to date in education as a quality assurance professional. I am delighted to be a part of the team. The CAVA team has been so welcoming and supportive and it is clear to see why they are so well-regarded and have such an impressive reputation.

I have had a very full and very enjoyable couple of months understanding the range and scope of my new role - overseeing CAVA's suite of quality assurance policies and procedures and working closely with our recently appointed CEO, Emily Ross, on all regulatory matters. CAVA runs a range of events throughout the year, such as briefings and workshops for our External Moderators, standardisation and promoting Pre-Access and part of my role will be to oversee these.I am leading a new initiative - Student Advisory Forums - to bring the student voice closer to CAVA's work. I will also be reviewing some key aspects of CAVA policy and will be reaching out to colleagues for comments and feedback as I proceed. 

For me, the reason why Access to HE Diplomas matter and are an important part of the education landscape became clear when I attended and helped support the recent CAVA Annual Conference. Hearing from a range of providers and guest speakers was both interesting and enjoyable, but most importantly of all, hearing first hand from the students being celebrated in our CAVA Awards was inspiring. The opportunities Access provides was clear to see and something I am delighted to be a part of. I can't wait to see where my new role takes me and I am keen to play my part in further enhancing CAVA's excellent reputation in the sector.

I have been inspired by the range and scope of provision CAVA oversees and I am enthusiastic about future developments and areas for growth. I am also learning about the potential of Pre-Access qualifications at Level 2 as a gateway into education and further education for a range of students from different backgrounds. I am looking forward to working with the team to see what we can do to help this aspect of our work grow.

I am also keen to hear from you as I settle into my new role. If you have any questions for me about my role or would like an informal conversation about any aspect of quality assurance or CAVA's work, please do contact me on g.naylor@cava.ac.uk.

CAVA staff were pleased to be part of an international audience of over 900 people who attended the QAA online Conference ‘High Quality Life-long Learning for All’ in September 2024. The event featured a diverse lineup of speakers, including university faculty, media representatives and a fireside chat with Professor Dame Alison Wolf, Baroness Wolf of Dulwich, a key figure in the implementation of the 2023 Lifelong Learning Act. The conference focused on the impact of the Lifelong Learning Entitlement which comes into effect from September 2025.

The QAA Conference highlighted the transformative potential of the Lifelong Learning Entitlement (LLE) in reshaping the landscape of education and training in the UK. As the LLE approaches implementation, it's important for FE and HE providers to understand its implications and prepare accordingly. The LLE presents an opportunity to rethink traditional educational approaches. Instead of focusing solely on pre-career learning, institutions should adopt a more holistic approach that supports lifelong development.

At the heart of the LLE lies the recognition that lifelong learning is not just a desirable aspiration but a necessity in today's rapidly evolving world. The LLE offers individuals a flexible loan to invest in their education and skills development throughout their working lives. This presents a significant opportunity to address skills gaps, boost economic growth, and enhance social mobility.

However, the success of the LLE will hinge on several key factors. 

Firstly, it's essential to raise awareness of the LLE among learners and employers. Many individuals may be unaware of the benefits and opportunities it presents. 

Secondly, FE and HE providers must adapt their offerings to meet the diverse needs of lifelong learners, including mature students who prioritise mental health support, financial assistance, and flexible learning options.

Thirdly, the credit transfer system must be streamlined to facilitate seamless progression between different courses and institutions. This will be crucial in ensuring that learners can make the most of their LLE. 

Fourthly, the integration of technology, such as AI, can enhance the learning experience and provide personalised support to learners. 

Finally, collaboration between FE and HE providers, employers, and government agencies is vital to ensure the LLE's effective implementation and ongoing success.

As the LLE approaches implementation, FE and HE providers must be proactive in preparing for this new era of lifelong learning. By understanding the opportunities and challenges, and taking steps to adapt their offerings and strategies, they can play a pivotal role in shaping a future where everyone has the chance to learn, grow, and succeed.

Our Communication and Events Officer, Georgia Green, recently caught up with Zoë Chapman, author of the upcoming Access to HE Student Handbook, set to release in October. Zoë’s dedication to Access to Higher Education (HE) is clear through following her fascinating career journey.

Zoë’s journey began as an Access to HE Diploma student in Medical Science, which led to a Biochemistry degree at the University of Liverpool. After a tutor suggested she’d make a great teacher, she returned to her college to teach Access to HE Diploma students. Her passion for the field only grew, eventually leading her to run her own Access to HE provision and now write the first-ever handbook for Access to HE students. “If you cut me open, I’d bleed Access!” she joked.

The Access to HE Student Handbook is part journal, part textbook, offering comprehensive support to Access learners. It covers everything from assessment strategies and academic skills to preparing for university, with a focus on addressing the unique needs of adult learners—something Zoë felt was missing in other resources.

The idea for the book came from Zoë’s experience as a lecturer, often answering the same student questions—about distinctions, ungraded units, or how to structure academic work. She realised there was no single resource to guide students through the entire process, so she decided to write it herself. With support from Sage Publications and valuable input from multiple AVAs, including CAVA, the book took shape.

While the book isn’t an official QAA publication, Zoë received strong support from them. Rob Stroud from the QAA even wrote the foreword, and Zoë was thrilled to be granted permission to use the Access to HE logo on the cover, lending the book extra credibility.

Writing wasn’t without its challenges. Midway through the project, the grading system for Access to HE changed, requiring Zoë to rewrite large sections. Though it was a challenge, she found it rewarding as it deepened her understanding of the new standards.

The hardest part? “Just getting started!” she admits. With 80,000 words ahead of her, it felt like a mountain to climb. But once she found her rhythm, writing became a natural extension of her teaching. She also had to overcome some imposter syndrome about her more informal tone, but feedback from her publisher reassured her that her accessible style was exactly what the book needed.

What’s next for Zoë? She’ll continue to take on more Access-related consultancy in the future and she’s excited to see what opportunities come her way.

The Access to Higher Education Student Handbook is available for pre-order now on the Sage website. For those working in Access to HE, you can request a free inspection copy. Use code CHAPMAN30 for 30% off your order. The book will also be available through major retailers like Amazon and Waterstones, with a tentative release date of late October. Pre-orders are live, so be sure to check it out.

The ESFA has confirmed that Access to HE Diplomas will now be allocated Guided Learning Hours (GLH). As the QAA Diploma Specification recognises that each credit is equivalent to 10 notional learning hours and Access to HE Diplomas consist of 60 credits, the ESFA has set the GLH as 600 hours to determine funding rate.

The new adult funding rates include five skills funding bands and ESFA has assigned each Sector Subject Area (SSA) Tier 2 to one of these bands. Each of the skills funding bands have their own hourly funding rate which will be used to calculate the funding for individual qualifications. To determine the funding rate per learner, the hourly rate allocated to each Access to HE Diploma is multiplied by 600 GLH. 

Please see the table below outlining the comparison between the current funding rates per learner for CAVA Access to HE Diplomas and the rates for 2024-2025:

Diploma title                                                        Current rate                         New rate from 2024-25                    Difference

Access to HE Diploma (Business)                             £3022 £4,320 +£1,298

Access to HE Diploma (Childhood Studies)              £3,384 £4,320 +£936

Access to HE Diploma (Computing)                          £3,928 £5,040 +£1,112

Access to HE Diploma (Counselling)                        £3,384 £5,040 +£1,656

Access to HE Diploma (Creative Arts)                      £3,928 £5,040 +£1,112

Access to HE Diploma (Creative Industries)            £3,384 £4,320 +£936

Access to HE Diploma                                             £3,022 £4,320 +£1,298
(Criminal Justice and Policing Studies)

Access to HE Diploma (Education)                          £3,384 £4,320 +£936

Access to HE Diploma (Engineering)                       £3,928 £5,760       +£1,832

Access to HE Diploma (Health and Social Care)    £3,384 £5,040 +£1,656

Access to HE Diploma (Health Professions)            £3,384 £5,040 +£1,656

Access to HE Diploma (Hospitality and Tourism)     £3,022 £3,600 +£578

Access to HE Diploma                                              £3,022 £3,600 +£578
(Humanities and Social Science)

Access to HE Diploma (Humanities)                        £3,022 £3,600 +£578

Access to HE Diploma (Land-Based Studies)          £5,197 £5,760 +£563

Access to HE Diploma (Law and Criminology)        £3,022 £3,600 +£578

Access to HE Diploma (Maritime)                            £3,022 £4,320 +£1,298

Access to HE Diploma (Medicine)                           £3,384 £5,040 +£1,656

Access to HE Diploma (Science)                             £3,384 £5,040 +£1,656

Access to HE Diploma (Shoemaking)                     £3,928 £5,040 +£1,112

Access to HE Diploma (Social Sciences)                £3,022 £3,600 +£578

Access to HE Diploma (Sports Science)                 £3,384 £5,040 +£1,656

Access to HE Diploma (Veterinary Science)           £5,197 £5,760 +£563

Please note, the change in funding rates will impact the Advanced Learner Loans amount that students will need to take out to fund their course in 2024-25.

At the end of each academic year, we survey our course leaders and external moderators to understand what we did well and what we could improve for the future. We received feedback from 33 course leaders and 45 external moderators on our performance in 2022-23.    Feedback was positive overall, reflected in the following key statistics:

• Course leaders gave an average score of 5.7 out of 6 (maximum), in agreement with the statement “CAVA staff members are always helpful and supportive.”

• External moderators gave an average score of 5 out of 6 (maximum), in agreement with the statement “Moderators receive a planned programme of induction, training, including written guidance and support of CAVA staff which allows them to carry out their role effectively.”

CAVA provider sites

We requested feedback on the CAVA provider sites introduced and have reviewed the structure and information provided. 

The majority of respondents commented that they had used the provider site and most found it easy to navigate. Suggestions for improvement included: 

• a clear link to all CAVA paperwork templates

• examples of training materials and shared resources

• examples of successful combinations of courses

• accessible assignment briefs.

In response to requests for exemplar assignment briefs we have been pleased to release the assignment library and the teaching and learning resource library. Both of the libraries can be found on the Diploma sites.

The assignment library contains a collection of current, and relevant past, assignment briefs, all voluntarily shared by the CAVA community and compliant with the revised QAA Access to HE Diploma Specification and Grading Scheme. We encourage tutors to contribute to the library to support and enrich our collective assessment practices.

The teaching and learning resources library is a collaborative platform, designed to support the enhancement of Access to HE course delivery across all modes of delivery. Within this library, you'll find a variety of resources—from lecture notes and case studies to interactive activities—shared by the CAVA community. We invite tutors to assess and adapt these resources to fit your curriculum. These resources can also be shared with us by emailing them to CAVA.

In response to our members feedback in 2023-24 we have:

• updated the internal moderation sampling form to allow the names of three students to be included on the form

• increased networking opportunities within our training sessions

• offered our briefing sessions on different days of the week including morning and afternoon sessions

• extended the range of information available on the Provider sites

• set up monthly drop in sessions with CAVA officers on the last Wednesday of each month

• ensured that our standardisation sessions were subject based

• updated the external moderator’s aide-mémoire to meet the requirements of the revised grading scheme

• used calendar invitations for participants to CAVA briefing sessions. 

As the new academic year begins, here is a reminder  of the recent changes to the QAA grading scheme that are now in effect. These changes have been implemented to enhance the structure of qualifications and the assessment process, impacting how students' work is graded and how their study programmes are organised.

Changes to the Grading Scheme

1. Simplification of Grading Descriptors

• From Seven to Three: The seven grade descriptors previously used have been replaced with three grading standards: Knowledge and Understanding, Subject Specific Skills and Transferable Skills.

• These three new grading standards must be applied to all units and assessments, simplifying the grading process and making it clearer for both students and educators to understand the criteria for each grade.

2. Unit-Level Grading

• Grading on Completion: The new grading standards are applied at unit level only after all unit learning outcomes for a unit have been completed. This ensures that grades reflect a student’s performance across the entirety of the unit, emphasising comprehensive learning and mastery of the material.

3. Referral opportunities

• Grading of referrals: If a student does not meet all of the learning outcomes on their first submission, they can be offered a resubmission. If they still don’t meet all of the learning outcomes they may be eligible for a referral opportunity. Previously, referrals  have been capped at a pass, but they can now be graded in the same way as first and second submissions. Students can have referrals for up to 15 credits, including graded and non-graded assignments. This is only applicable to students who meet the deadline, or have formally recognised  extenuating circumstances. If work is handed in late without a previous agreement, they will be capped at a pass.

Additional Resources

1. Roadmap to implementing the changes, which you can find here.

2. During the 2023-24 academic year, we discussed the changes in multiple events. Please see the recordings below.

• • Standardisation

  • Quality Assurance Workshop

3. The Access to HE Grading Scheme Section B: The Grading Standards 

Are you ready to start your Access to HE Diploma this September? Starting something new can be both thrilling and nerve-wracking. To help ease the transition, here’s a simple guide to get you started.

• Organise Like a Pro

Being organised helps you manage your work and stay on track. Set up a study area that is free from distractions, and make sure you have all the materials you need. If you're unsure, contact your college for advice. Use digital tools like calendar apps to keep track of deadlines. A whiteboard can also help you plan your week and keep important dates visible.

• Take Charge of Your Learning

Get involved in your learning by asking questions and seeking help. Your tutors and lecturers are there to support your success. Form study groups with classmates to tackle challenging problems together. Dedicate regular time each week to review what you’ve learned and celebrate your progress.

• Build a Support Network

Having a support system can make your educational journey smoother. Connect with your classmates to share ideas and experiences. Learn about the support services your college offers so you know where to turn for help. Regularly talk with friends or family who can provide encouragement and motivation.

• Master Time Management

Good time management is important in this one-year course. Prioritise tasks to avoid last-minute stress. Create outlines for essays to organise your thoughts. Start assignments early to allow time for feedback and revisions. Aim to finish tasks before deadlines to keep your workload manageable.

• Stay Focused on Your Goals

Think about why you chose the Access to HE Diploma. Keep your goals in mind to stay motivated throughout the year. Before each module, research the topics to better understand the content. This preparation makes it easier to engage with new material and see its importance.

This journey is a chance for transformation and growth. The CAVA team supports you every step of the way. Embrace challenges, stay focused, and make the most of your #OneLifeChangingYear.

The entire team at CAVA extends our warmest congratulations to everyone who has successfully completed their Access to Higher Education Diploma.

Certificates and transcripts

Access to HE Diploma results, certificates, and transcripts will be released on 23 July.

Your certificates and transcripts will be dispatched to your colleges to arrive on 23 July, from where they will be forwarded to you. Your college will handle the distribution of these documents according to their individual processes. Should you require more information specific to your college, we encourage you to reach out to them directly.

Electronic certificates

This year, we are piloting electronic certificates and transcripts in partnership with two colleges: Bishop Burton College and City College Plymouth. If you studied at either of these two colleges, you will receive both physical and electronic certificates and transcripts.

On 23 July, you will receive an email with a link to access your electronic documents online through our e-certification portal. The email will be sent to your personal email address that you shared with CAVA during the academic year.

Please note that the emails will be sent out in batches over a couple of hours. If a fellow student receives one before you please do not be concerned. If the email has not been received by the end of the day please contact the exams team at your college to confirm which email address was supplied. If the email address is incorrect please ask the exams team to contact CAVA. You can find out more about electronic certification at CAVA here.

UCAS results

On 23 July CAVA will communicate your final grades to UCAS to facilitate your transition into higher education. UCAS will require a few business days to process this information before making it available on your account for university access.

Your feedback is invaluable to us!

We invite you to participate in our student survey. Your insights are crucial in enhancing our collaborative efforts with providers to enrich the student journey. If you include your contact information, you will be entered into our prize draw, with a chance to win £50. Click here for the survey.

Grade Appeals Process

Should you have concerns regarding your grades upon receipt, and believe there might be just cause for an appeal, please consult your course leader. They will assist you in determining the validity of your appeal, collate necessary documentation, and facilitate the submission of an appeal form to CAVA on your behalf.

An appeals panel at CAVA will review your case, with your college informing you of the decision. It's important to note that appeals can only be based on the following criteria:

- Proof of an administrative oversight during the assessment process

- Extenuating circumstances that were not disclosed before the awards board for valid reasons

CAVA will convene four grade appeals boards on the following dates:

- Friday 19 July

- Thursday 8 August

- Wednesday 21 August

- Monday 2 September

Make sure you communicate with your college ahead of these dates if you're considering an appeal.

UCAS Tariff Points

For students interested in understanding how their Access to HE Diploma grades translate into UCAS points, a tariff calculator is available on the UCAS website.

The table below illustrates various grade combinations within the Access to HE Diploma and their corresponding UCAS points:

A full table detailing all possible qualifications and their UCAS points can be found on the UCAS website.

Keep Connected

Join the CAVA alumni groups on LinkedIn and Facebook to stay in touch with peers and network with fellow Access to HE Diploma graduates. These platforms are excellent for sharing your higher education journey and career goals.

We're eager to feature your success stories and experiences in case studies to inspire future students. If you're interested in sharing your journey, please contact admin@cava.ac.uk.

FAQs

What should I do if I haven’t got my results?

You will receive your results directly from your college. If by 1 August you haven’t received them, contact your college directly for further information.

What should I do if I didn’t get the grades I wanted?

If you didn’t achieve the grades you were hoping for, contact your chosen university directly. From 5 July- 24 October universities and colleges use the clearing system. If courses have available places, they will offer them to students who didn’t meet the requirements.

Find out more on the UCAS clearing page.

How can I explain what an Access to HE Diploma is to a university?

The Access to HE Diploma is a full level 3 qualification, equivalent to A Levels, which prepares students for studying at university. It is designed for people who would like to study in higher education but who left school without sufficient qualifications.

If your university would like more information, please direct them to our website.

Recently, we detected a small cyber incident targeting our members area on the CAVA website. Our team responded immediately and has taken all necessary steps to secure our systems. As a precautionary measure, we have decided to close down the members area to reduce any further risk. All documentation within the members area has been moved to either your private college sites, the Diploma sites or elsewhere on the public-facing website.

While most documents were already available in multiple locations, you can now find everything you need using the detailed list below.

• The colour books: within the ‘CAVA Documentation’ tab on your private college site

• Promotional Resource Library (testimonies): within the ‘Publicity’ dropdown on each subject specific Diploma sites

• Access to the Diploma sites: Links to each Diploma site has been added within the ‘CAVA Documentation’ tab on your private college site

• Database user guide: within the ‘CAVA Documentation’ tab on your private college site

• CAVA key statistics: within each Diploma-specific promotional pack, which can be found on each Diploma site.

• Forms and templates: within the ‘CAVA Documentation’ tab on your private college site

• Validation forms: within the ‘CAVA Documentation’ tab on your private college site

• Publicity protocol: within the ‘CAVA Documentation’ tab on your private college site

• QAA guidance: within the ‘CAVA Documentation’ tab on your private college site

• ESFA guidance: within the ‘CAVA Documentation’ tab on your private college site

• Standardisation guidance: within the ‘CAVA Documentation’ tab on your private college site

• UCAS information: Certification page on the CAVA website

• Recordings of previous events: CAVA’s Youtube channel

• Exemplar science exams: within the Science Diploma site’s assignment library

• Newsletter registration: within the ‘CAVA Support’ tab on your private college site

Please let us know if you have any questions about these changes or need support in locating resources by emailing admin@cava.ac.uk.

Over the 2023-24 academic year, CAVA’s Promotion and Recruitment Working Group (PRWG) has met four times to discuss how different providers are promoting and recruiting for the Access to HE Diploma. Over the year, 13 providers have attended the meetings.

Engagement and Collaborations

PRWG have discussed the different ways to enhance promotional strategies for the Access to HE Diploma. This has included sharing case studies, digital assets and alumni stories to enrich marketing materials. Each session encouraged sharing of best practices and networking opportunities with members from higher education institutions and local colleges, especially in the fields of sustainability, AI, and adult learning.

Marketing Innovations and Events

This year CAVA has highlighted a range of promotional material including Diploma sites, Diploma packs and the Retention and Recruitment handbook. Within these materials, there is crucial information on sustainability and using artificial intelligence (AI). We have actively promoted all of our Diplomas through various channels, including social media, where our spotlight posts highlighted individual Diplomas across the year.

Providers have prioritised events in their outreach efforts. From open evenings to webinars and special events like mock trials, our colleges utilised every opportunity to engage with potential students and the broader community. These events not only raised awareness but also provided a platform for direct engagement with the Access to HE Diploma.

Challenges and Solutions

Recruitment remains a challenge within the evolving educational landscape and broader economic pressures. PRWG members discussed the impacts of the cost of living crisis and mental health issues on student retention. Because of this, CAVA has created the Recruitment and Retention handbook, which contains a range of case studies, to support providers facing these issues. This will be updated with more recent case studies from the 2023-24 academic year.

Looking Ahead

As we move forward, our focus will remain on supporting providers to increase their marketing opportunities, enhancing the visibility and appeal of the Access to HE Diploma. We will also continue to focus on topics such as AI and sustainability within marketing and share good practice across our different platforms.

If you are interested in joining CAVA’s PRWG, please email our communication and events officer at admin@cava.ac.uk.

International Women in Engineering Day is celebrated on June 23rd each year to recognise the achievements of women in engineering and to encourage more girls and young women to consider engineering as a career. This day serves as a reminder of the incredible contributions women have made to the engineering field and the potential for future advancements as more women join the profession.

Spotlight on a rising engineer

This year, we are proud to feature a remarkable female student from Warwickshire College Group who is currently studying for the Access to HE Diploma (Engineering). She has shared her advice to women and suggests several steps we can take to support them.

Advice to women

1. Follow Your Passion: If you have a genuine interest in engineering, pursue it wholeheartedly. Passion and curiosity will drive you to overcome challenges and excel.

2. Seek Mentorship: Find mentors who can provide guidance, support, and insight. Learning from those who have walked the path can be invaluable.

3. Build a Support Network: Connect with peers and professionals in the field. A strong support network can provide encouragement and open doors to opportunities.

4. Stay Resilient: Engineering can be challenging, but perseverance is key. Don't be discouraged by setbacks; view them as learning experiences.

Steps to be taken

Encouraging more women to pursue engineering requires concerted efforts from various sectors. Here are some steps that can be taken:

1. Introduce girls to STEM subjects and engineering concepts at a young age through interactive and engaging programmes.

2. Highlight the achievements of women in engineering to provide visible role models.

3. Establish mentorship programs that connect aspiring female engineers with experienced professionals.

4. Create inclusive and supportive environments in educational institutions and workplaces to ensure women feel welcomed and valued.

5. Provide financial support specifically for women pursuing engineering degrees to reduce economic barriers.

Join us in celebrating

International Women in Engineering Day is not just a celebration but a call to action. Let’s work together to support and encourage the next generation of women engineers. The Access to HE Diploma (Engineering) is a fantastic course. If you’d like to find out more about it, please email admin@cava.ac.uk.

To support our aim in offering a full package of support for our Access to HE providers, CAVA is pleased to share that we are creating a Resource Library in 2024-25. The library aims to support the creation of content for Access to HE Diplomas, and the use of resources for online delivery.

The library will house resources used by our providers to support teaching and learning. Resources include but are not limited to:

• formative assessments (handouts, workbooks, quizzes, interactive activities)

• lecture notes/presentations; instructional materials

• signposts to textbooks and reference materials

• signposts to journal articles; podcasts; videos

• signposts to workshops; online courses

• case studies

• surveys and feedback forms

• enrichment activity ideas

• interaction / engagement activities.

From May 2024, providers will be encouraged to share their delivery and assessment resources.

We aim to populate the Library by the end of the Summer term and launch the Library for use at the beginning of the 2024-25 academic year. We hope it will become a useful resource for those involved in programme delivery and design.

We will share more information about the Teaching and Learning Resource Library at our upcoming events and in future newsletters. In the meantime, if you would like to share your resources, or if you have any questions about this new resource, please get in touch.

The Cambridge Assessment Network conference delved into the dynamic landscape of digital assessment, exploring its opportunities and challenges while prompting attendees to envision its future trajectory. Sarah Hughes, Research and Thought Leadership Lead at Cambridge University Press & Assessment, alongside Imogen Casebourne, Innovation Research Lead at DEFI Innovation Lab, University of Cambridge, shared their research, forecasting potential directions for assessment. They outlined four key drivers propelling change: climate change, AI-driven personalised learning, immersive assessment experiences, and the promotion of human flourishing and well-being.

The implications for assessment professionals are profound, necessitating the fusion of learning and assessment with digital technologies while upholding the integrity and quality of future assessments. By projecting forward from the envisioned landscape of 2050 to the present day, participants were encouraged to identify actionable steps to steer assessment towards a positive future.

Artificial Intelligence (AI) is revolutionising assessment methodologies, from personalised feedback mechanisms to innovative automated grading systems. In her keynote address, Morgan Dee, Director of AI & Data Science at EDUCATE Ventures Research, dissected the practical implications and ethical considerations surrounding AI's integration into assessment practices, both presently and in the future.

Exploration of AI's role in assessment design and delivery shed light on its impact on assessment's objectives, as well as its implications for understanding and managing plagiarism. Insights were shared on leveraging Large Language Models for item development, particularly in crafting questions for multiple-choice examinations. The indispensable role of human expertise was highlighted in refining AI outputs to ensure the validity and effectiveness of assessments.

The conference also delved into themes of equality, equity, and diversity, challenging participants to consider whether the evolving landscape of assessment is truly fair and just. The future prioritisation of skills were discussed, with practical strategies for fostering graduate development being presented. Proposals such as ePortfolios and diverse assessment formats were put forth as means to bolster a holistic co-curricular approach to assessment.

The conference provided an excellent opportunity to stay up to date on assessment trends, explore practical solutions, and network with other members of the assessment community.

Reflections by Emily Ross and Barbara Hughes.

The CAVA Board is pleased to announce that Emily Ross has been appointed as the next CEO of CAVA, following an extensive recruitment process.

Emily has been an integral part of CAVA’s journey over the past 16 years, since she joined the team as an Administrative Officer in June 2008. She moved through the ranks in the organisation, progressing to Office Manager, then Quality Manager, and more recently as Deputy CEO. Her focus on continuous improvement and high-quality service for members has continually pushed the organisation to grow and develop over the years. Emily holds a Postgraduate Certificate in Education Studies from the University of Cambridge and a Masters in English from Anglia Ruskin University.

CAVA’s Chair, Gavin Tash, shared: “The CAVA Board and I are delighted to appoint Emily. Following a rigorous recruitment process, we felt Emily has the right blend of experience and knowledge of CAVA, as well as an innovative approach to take CAVA forward. Emily has been a huge asset to CAVA for many years in a number of roles and we are sure she will continue to excel in the CEO position.”

CAVA’s outgoing CEO, Flóra Raffai, said: “Over the past five years, I have consistently been impressed by Emily’s deep expertise in Access to HE, her passion for our members and students, and her strategic acumen. It is with great pleasure that I pass the leadership reins to her, confident that CAVA will thrive under her capable guidance.”

CAVA’s incoming CEO, Emily Ross, shared: “I am thrilled and deeply honoured to be appointed as the next CEO at CAVA. I want to express my sincere appreciation to Flóra for her dedicated service and leadership. Alongside our exceptional team and committed membership community, I am excited to lead CAVA into its next chapter of growth and impact. We remain committed to our mission to enable adults to achieve their aspirations through education and to adapt to the challenges of a rapidly changing education sector.”

Emily will officially start in post as CEO on 1 August 2024. Our outgoing CEO, Flóra Raffai, will remain at CAVA until 31 July 2024, with a planned handover over the coming two months.

Exploring the forefront of digital education, the Digital Education Futures Initiative (DEFI) event offered profound insights into the intersection of technology and education. These insights resonate with Access to Higher Education Diplomas, addressing crucial aspects of personalised teaching and learning, human-centric approaches and strategic planning in the age of Generative AI.

One of the highlights of the event was Dr. Alina von Davier's presentation on Duolingo's innovative framework for flexible test design using AI. It was particularly fascinating to learn how AI can interact in real time with test takers, guiding writing tasks and assessing abilities based on responses. This marks a significant leap in personalised learning assessment which they term PET-CAT Personalised Ensemble Test (PET) - Computerised Adaptive Test (CAT). As this framework continues to develop, we can envision how such tailored technologies could cater to the diverse learning needs of adult learners and facilitate smoother transition into HE.

Former Secretary of State for Education, Charles Clarke, delivered a compelling message on the nuanced integration of AI in education. His emphasis on tailoring AI implementation to individual subjects and the importance of strategic planning at the provider level, resonated as a clear directive to course leaders and senior leadership teams within educational organisations. His analogy likening the current AI hype to the hasty introduction of computers in UK educational institutions in the 1980s and 1990s underscored the necessity of consistent support and preparation to avoid potential pitfalls.

Get ready for a new buzz-word: "Humans-in-the-loop." This notion emphasises the indispensable role of human involvement in the transition towards automated teaching and assessment, highlighting the enduring value of human evaluation and empathy in the learning process. This is equally important in adult education settings, where guidance and personalised support play a crucial role in facilitating learning and learner well-being.

With the emphasis on the crucial role of humans in the educational process, the event also featured a showcase of AI-powered EdTech products. From tools that enhance teaching effectiveness to classroom management and student engagement, these promising initiatives offer pedagogic solutions for a diverse range of education providers. Below is a list of the EdTech products presented:

• Twinkl - an AI-powered teacher’s toolbox with lesson plans, assessments and many other resources available to teachers

• Merlyn Minds - an AI assistant in the classroom guided by the teacher’s voice

• ClassIn - a one-stop interactive classroom experience

• Ludenso - an augmented reality (AR) platform bringing learning to life in 3D and with AR

• Speechmatics - AI speech technology for transcription and real-time translation

• Smart Learning - A Danish initiative that personalises learning for each learner

• TIST - a farmer support service in East Africa tackling climate change with education and tree-planting.
  
  

Amidst all these technological advancements and innovative AI products, there remains a resounding call for dialogic learning, as argued by Professor Rupert Wegerif. Wegerif’s historical parallels provided thought-provoking insights into previous technological revolutions in education such as the printing press. Drawing comparisons to the shift to a print-based education system in 19th century Europe and USA, he highlighted Comenius’s emphasis on the pivotal role of the teacher's voice in facilitating effective learning from books ‘to the mind of the listener’.

An earlier train of thought that underscores the value of dialogue and oral culture in education takes us to ancient Greece. Socrates was famously sceptical towards writing as a measure of true understanding. He famously remarked: "Writing, Phadeus... is very like painting; for the creatures of painting stand like living beings, but if one asks them a question, they preserve a solemn silence" (370 BCE).

This serves as a reminder of the limitations of the written word compared to the validity of verbal dialogue in cultivating and evaluating deep understanding. It reaffirms the significance of recent trends towards interactive participation and verbal assessments (viva voce - meaning ‘with living voice’) to establish a living relationship with knowledge where meaning can be ‘experienced’ rather than ‘represented’.

At CAVA, we support these recent trends and believe in encompassing various assessment types that provide opportunities for personal reflections through written work, semi-structured interviews, or guided discussions, aiming to establish meaningful learning experiences for our adult learners and to prepare them effectively for HE.

The insights gleaned from DEFI's annual event provide valuable consideration for stakeholders in the Access to HE sector. As we navigate this new frontier of Generative AI, it is essential to embrace innovation while remaining ethical and mindful of the enduring human elements that underpin effective learning and teaching practices, ie. the human-in-the-loop!

- Reflections by Nork Zakarian

The CAVA awards stand out as a yearly highlight for the entire team, shining a spotlight on exceptional students through two awards: the Academic Achievement Award and the Commitment to Study Award. Each year we receive remarkable nominations, and the 2022-23 academic year was no exception. The winners this year were embodiments of determination and hard work, overcoming significant challenges to achieve their well-earnt success.

The winner of the Commitment to Study Award was Danny Svenson who studied the Access to HE Diploma (Land-based Studies) at Bishop Burton College. The winner of the Academic Achievement Award was Sophie Clark who studied the Access to HE Diploma (Science) at Nottingham Trent University.

Danny Svenson

As the most mature student in his group, Danny initially had concerns about fitting in. He faced significant challenges with technology, struggling initially with basic computer skills like using word processors and spreadsheets. Undeterred, Danny dedicated extra time with learning mentors to improve his skills, eventually mastering various software.

Danny also faced a range of personal struggles, including a marital breakdown which led to a period of homelessness, financial difficulties and mental health issues; at times fearing this balance was compromising his academic performance. Despite these obstacles, Danny maintained impressive attendance and continued to submit high-quality work.

Remarkably, throughout these trials, Danny's determination never wavered. He continued to support his peers, even when facing his own hardships, and his dedication paid off. Achieving Merits and Distinctions, Danny not only succeeded in enrolling in the BSc in Conservation but also secured a job at Sewerby Hall and Gardens, aligning perfectly with his passion for animal work and conservation. Danny's story is a powerful example of unwavering commitment and resilience, an inspiration to adults considering returning to education.

Sophie Clark

Overcoming personal challenges, including the loss of a family member and an initial educational setback, Sophie demonstrated exceptional determination and courage. After a period of working as a sales executive, she reignited her passion for science by returning to college, transforming from a hesitant newcomer to a confident, respected course representative.

Sophie consistently achieved Distinctions in all her assessments, setting a high standard with presentations that her tutor stated ‘could rival those of seasoned lecturers’. Her work, particularly in her assignment about reproduction, left audiences thoroughly impressed and earned high praise from professionals in the field.

Sophie's visit to the Microbiology lab was a pivotal moment, with her work impressing the Head of Microbiology, who compared it to that of a second-year university student. This recognition boosted her confidence and spurred her to break new boundaries, sharing her knowledge and inspiring her peers.

Not only did Sophie and Danny win the CAVA student awards, both of them have been chosen as the runner-up for the national Keith Fletcher awards, where they will be celebrated on Wednesday 6 March at the House of Commons.

Congratulations from the CAVA team on their success and we’d like to wish you all the best for your future studies.

In February 2024, we successfully revalidated three of our Diplomas: Access to HE Diploma (Shoemaking), Access to HE Diploma (Criminal Justice and Policing Studies), and Access to HE Diploma (Computing). This was made possible through the collaborative efforts of experts from various esteemed institutions.

Criminal Justice and Policing Studies revalidation event

The revalidation event for Access to HE Diploma (Criminal Justice and Policing Studies) gathered experts from University of Hertfordshire; Anglia Ruskin University; University of Huddersfield; Leeds Trinity University; De Montfort University; Lincoln College, East Coast College; Craven College, and Nottingham College. 

The objective was to uphold the ongoing relevance, currency, and quality of the Diploma. The revalidation process primarily involved fine-tuning language rather than implementing substantial changes. Notable updates included the integration of Sociology, Terrorism, and Research Strands into the Rules of Combination. This collaborative effort ensures the Diploma remains fit for purpose and supports student progression into Higher Education or the Policing Profession. 

Computing modification with panel

A modification with panel event convened to approve modifications to the Access to HE Diploma (Computing). QAA's new specifications had impacted all six providers of this Diploma, requiring them to split units to comply with the 30-credit cap of 6 and 9 credit units taking effect starting 2024-25. 

Panel members reviewed the revised units to ensure they contained sufficient subject content and were able to stand alone as split units; no issues were found with the modifications. The panel commended the scope of the Diploma for its offerings of emerging areas in computing technologies such as machine learning; data science; cloud computing; distributed systems; software; and defined networks. 

We would like to thank all the panel members and providers from University of Suffolk, University of Lincoln; Anglia Ruskin University; Nottingham College; Truro and Penwith College; College of West Anglia and City College Plymouth for their input.

Shoemaking modification with panel

We held a Diploma modification with panel discussions for the Access to HE Diploma (Shoemaking) to ensure that it was compliant with the new QAA Diploma Specification coming into effect in August 2024. 

A huge thank you to colleagues at University of East Anglia; De Montfort University; and the London College of Fashion, University of the Arts London for their time and expertise in ensuring the continued quality and robustness of the Access to HE Diploma (Shoemaking). 

The amendments made to the Diploma will enable students to explore a wider range of skills relating to digital development, communication and creativity. The addition of two new units in Footwear Marketing and History of Footwear enhances the students' experience and aligns with the expectations and subjects offered at HE. 

We would like to thank all panel members who contributed with their time and expertise.

It is with a profound mix of emotions that I share my transition from the role of CEO at CAVA over the next six months. I will be moving on to build my own coaching and consulting business.

Serving as the CEO of this fantastic organisation for more than four years has been a privilege and honour. Together, we have accomplished remarkable milestones during a period of unprecedented turbulence and worked tirelessly to advance our mission of enabling adults to achieve their aspirations through education.

I want to assure you that the CAVA Board and I are working closely to ensure a seamless transition that safeguards the continuity of CAVA’s operations. Recruitment is now open for the new CEO to take CAVA forward to our next stage of development. The CAVA Board is seeking a leader who shares our passion, possesses excellent strategic and operational skills, and has a proven track record of inspiring positive change. Please refer to the recruitment pack for detailed information on the role.

The aim is to have the new CEO onboard by Summer 2024, with a structured handover period supported by myself as the outgoing CEO. Throughout this transition, I will continue to lead CAVA, supported by our exceptional team, Board, and governance committees. We will inform you once an appointment is made.

Should you have any questions or require further clarification regarding this transition, please do not hesitate to reach out to me directly via f.raffai@cava.ac.uk.

Thank you for your support, dedication, and collaboration. I have thoroughly enjoyed working with our incredible CAVA staff team and committees, our dedicated external moderators and subject experts, and our inspiring FE and HE members. I am sure that the CAVA community will continue to thrive under new leadership and achieve even greater heights in pursuit of our shared mission.

Every year CAVA celebrates our students with the two CAVA awards - the ‘Outstanding Commitment to Study’ award and the ‘Outstanding Academic Achievement’ award. Last year we received incredible stories from a range of different CAVA members. Among all of the worthy nominations, these four students stood out.

For the academic year 2022-23 our runner up for Outstanding Commitment to Study, was Cherie Shepherd who completed the Access to HE Diploma (Science) at Nottingham Trent University.

Cherie Shepherd

Despite a daunting array of health challenges, including Functional Neurological Disorder (FND), dyslexia, and ADHD, Cherie displayed remarkable resilience throughout her studies.

Beginning her course, Cherie quickly demonstrated her ability and commitment to succeed. Whilst she lived with carers due to her health conditions, she navigated her studies with an extraordinary level of dedication. Her routine included long hours at the library whilst balancing her academic responsibilities with the demands of being a mother.

Cherie's resolve was particularly evident in March 2023, following a serious health episode that resulted in her hospitalisation. Against medical advice, she returned to college immediately after being discharged, demonstrating an unwavering commitment to her education.

Despite the significant obstacles, Cherie achieved Distinction grades and is currently studying at the University of Nottingham towards a MNutr integrated masters in Dietetics. Her success is not only a personal triumph but also a true inspiration for others facing similar challenges. Cherie's story exemplifies that with determination and resilience, overcoming even the most daunting barriers is possible. Congratulations Cherie for being the 2022-23 runner up of the CAVA Outstanding Commitment to Study award.

To support our aim in offering highly relevant and valuable Access to HE Diplomas, CAVA is pleased to share that we are growing our package of support for our Access to HE providers through the introduction of an Assignment Brief Library in 2023-24.

The Library will house current and relevant past assignment briefs for our Access to HE Diplomas and will be accessible by all of our practitioner members. During 2023-24, providers are encouraged to share their assignment briefs as they are developed for compliance with the revised QAA Access to HE Diploma Specification and QAA Grading Scheme to support the sharing of ideas in assessment practice.

We aim to fully populate the Library by the first term of the 2024-25 academic year. We hope it will become a first port of call for those involved in assessment content creation, or for those just looking for ideas to diversify or expand their resources and tasks for existing assignments.

We will share more information about the Assignment Brief Library at our upcoming standardisation events and in future newsletters. In the meantime if you would like to share your briefs as they are updated to for compliance with the new QAA regulation, or if you have any questions about this new resource, please get in touch.

As we approach February and March, it's an important time for CAVA members with the arrival of their first external moderator (EM) visit. This is more than a routine check-in; it's a key step in assuring and enhancing the quality of the course. It is also an excellent opportunity for EMs to engage with staff and students, immerse themselves in the learning environment, and review various work samples.

These visits last a few hours and need to be comprehensive, involving several aspects of the Access to HE quality assurance process. To assist our EMs in making the most of their time, we've developed a guide based on our recommendations and input from CAVA EMs at the 2023-24 external moderation briefings.

CAVA have a wide range of documents which are useful for EM visits including, The Red Book (guidelines for external moderators), CAVA database user guide for external moderators and the EM report template.

Before the visit

You will find information required to support your visit on the provider’s site, including; Diploma Quality Review with course stats from previous years, moderation and validation reports, details of any modifications made to the programme, etc.

Preparation is key. Initiating early communication with the college or course leader is essential. This conversation is the ideal time to introduce yourself, finalise visit details such as the date, parking arrangements, and meeting points. It's also beneficial to review the institution's last EM report to understand specific focus areas. Planning your day in advance, including arranging meetings with staff and students, can significantly contribute to a smooth visit.

During the visit

The visit itself is a critical time for in-depth engagement. It provides an opportunity to meet with students and the course team, discuss findings, and assess progress on prior recommendations. These discussions are not just informative but also serve to reassure everyone about the supportive nature of the visit and acknowledge positive practices observed.

A thorough review of the institution's policies and procedures, particularly in areas like referrals and resubmissions, is vital. Bringing the EM report can help ensure that all aspects are covered. Additionally, sampling and reviewing the quality assurance processes, ie, extenuating circumstances, are important tasks. If there's additional time, a tour of the college can be insightful, offering a chance to discuss future course changes and start thinking about the next visit, particularly in terms of gathering student feedback.

After the visit

Following the visit, there are a few crucial steps to complete. The EM report should be submitted to CAVA within two working days to maintain momentum. Planning the next visit promptly is also important to accommodate everyone's schedule.

These visits are integral to fostering a strong relationship between CAVA and our member institutions, and we look forward to their successful implementation.

The QAA has introduced a subject descriptor for Access to HE Diplomas in Nursing and Health Professions. The descriptor provides guidance and reference for the design, delivery, validation and review of programmes designed for progression to higher level study in these areas.

QAA Access to Higher Education Diploma Subject Descriptor for Nursing and Health Professions.

The descriptor is being piloted for provision from 1 August 2024, and will fully apply from 1 August 2025. CAVA is taking part in the pilot, and will be revalidating our Access to HE Diplomas (Health Professions) and (Health and Social Care) on 14 March 2024 for compliance with the descriptor in the 2024-25 academic year. Our Access to HE Diploma (Science) will also be developed for compliance through revalidation in 2024-25.

Summary of descriptor content

Minimum mandatory content and credit requirements:

• Biology: 15 credits covering cell structure, function; transport; homeostasis; and human anatomy

• Numeracy in Health Context: 3 credits for number rules; decimals, fractions, percentages; calculator use, and problem solving.

• Professional Behaviours: 3 credits for health professional characteristics, effective communication, teamworking; risk management, problem-solving, and reflection.

Maximum content and credit recommendations:

• Psychology: 15 credits covering perspectives; abnormal; cognitive; developmental.

• Context of Health: 6 credits covering: the role of the health professional; professional standards and regulation; definitions of professional practice; public health; government role in policy; demography; epidemiology

• Sociology: 6 credits covering: perspectives; social definitions of health and illness, especially mental illness

• The descriptor also includes recommendations for assessment methods and for opportunities for students to develop academic skills. All CAVA Access to HE Diplomas already include a centrally designed unit, or set of units, in academic HE Study Skills.

CAVA’s approach

CAVA aims to support the development, quality assurance, validation and award of high quality Access to HE Diplomas. CAVA will take part in the QAA pilot to introduce the subject descriptor in 2024-25, to remain at the forefront of qualification developments and to support parity of student experience across the country. We also think it is important to contribute to any subsequent development of the descriptor and its future implementation.

We are committed to ensuring that the design of our Diplomas is, and continues to be, appropriate to the purpose of providing good quality progression opportunities for our adult students. As some of our providers use the Access to HE Diploma (Health and Social Care) for progression to higher education study in health professions and nursing fields, we will develop it alongside our Access to HE Diploma (Health Professions) during 2023-24. We also aim to develop our Access to HE Diploma (Science) for compliance through revalidation in 2024-25.

Our guiding principle as we develop our Access to HE Diplomas is to protect flexibility and innovation in course design. We aim to continue meeting the needs of providers and their local and regional contexts while providing the essential content of the descriptor.

Through revalidation we will introduce the QAA-designed units for Numeracy in Health context and Professional Behaviours. We will also introduce Biology units designed by CAVA in collaboration with subject matter experts. The Biology units provide a grounding in the key principles of the subject, informed by the existing content and assessment practices used by our providers. The content of units is presented as generically as possible, to support flexibilities in delivery and assessment through individualised assignment brief design.

The QAA-designed units and CAVA-designed units in Biology will be mandatory for all students registered to our Access to HE Diploma (Health Professions). They will also be mandatory for all students studying on a Access to HE Diploma (Health and Social Care) programme designed for progression to higher education study in health professions or a nursing field.

We will also consider existing psychology, sociology and health content and current assessment methods in reference to the recommendations of the descriptor, to confirm that programmes continue to be appropriate as preparations for the key intended progression routes.

Our revalidated Access to HE Diplomas (Health and Professions) and (Health and Social Care) will be identified as compliant with the subject descriptor on the QAA’s course database and visually signalled on QAA’s website. CAVA will promote the Diplomas as compliant with the descriptor via our promotional and marketing materials.

We look forward to working closely with our course teams during 2023-24 to develop our Access to HE Diplomas in (Health Professions) and (Health and Social Care) to not only comply with the requirements of the national subject descriptor, but also continue to provide high quality learning opportunities for our mature students to progress into higher education.

In the 2022-23 academic year, CAVA Access to HE Diploma student outcomes were exceptional, however, students who completed the Level 2 Pre-Access qualification prior to completing the Access to HE Diploma did even better in all areas.

What is the Pre-Access qualification?

CAVA works in partnership with the National Open College Network (NOCN) to offer a suite of Level 2 Pre-Access qualifications. Pre-Access qualifications are an ideal choice for students with no formal qualifications to begin their academic journey and there are no specific qualifications required for entry. 

There are 3 different qualifications which come in the suite of Skills for Employment, Training and Personal Development. Each of these qualifications are made up of a number of different credits with the Award being the smallest qualification at 6 credits to the Diploma which is the largest at 37 credits.  All the qualifications work within the rules of combination, with flexibility for providers to select a range of units. The different categories of units which can be found within the qualifications are as follows:

• • Personal development

  • Vocational support

  • Literacy and numeracy

  • Introduction to different sectors - the Certificate and the Diploma also include units which provide an introduction into specific subject areas. 

The different Pre-Access qualifications

The Award (Level 2 Award in Skills for Employment, Training and Personal Development)

For students looking to get back into studying, the Level 2 Award in Skills for Employment, Training, and Personal Development is one of the best routes. Tailored for returnees, it contains practical, personal and vocational skills including decision-making, critical thinking skills and a toolkit for personal career preparation. It also focuses on real-world skills like assertiveness, decision-making, presentation and effective communication. Once students have successfully achieved the Award they have the opportunity to progress onto the Certificate to further develop their skills and knowledge.

The Certificate (Level 2 Certificate in Skills for Employment, Training and Personal Development)

The next qualification is the Level 2 Certificate in Skills for Employment, Training, and Personal Development with 21 credits of practical, hands-on learning. This Certificate builds on the foundation laid by the Award, incorporating personal development, vocational, and literacy and numeracy units. What sets it apart is the inclusion of subject-specific units, offering a sneak peek into various fields—an invaluable opportunity for those testing the waters before committing to a Level 3 qualification. 

Importantly, students can dive straight into the Certificate without having completed the Award. It is an excellent option for students eager to bolster their confidence and skills for deeper exploration in further study. The Certificate offers a personalised roadmap for those seeking insight and a tangible feel for a subject area before taking the next academic step. 

The Diploma (Level 2 Diploma in Skills for Employment, Training and Personal Development)

The final Pre-Access qualification we offer is the Level 2 Diploma in Skills for Employment, Training, and Personal Development. It is the most extensive qualification, containing 37 credits. This Diploma not only amplifies personal development but also offers a substantial platform to cultivate employability skills while refining literacy and numeracy proficiencies. It includes a range of diverse subjects, from Catering and Creative Skills to Health and Social Care, ICT, Science, Sport and Leisure, Horticulture, and Construction, the Diploma is a comprehensive exploration into varied topics. With a focus on providing students ample opportunities to enhance their skill set, this Diploma is not just about acquiring knowledge—it's about gaining a practical understanding of subjects that pique individual interests.

The benefits of running the Pre-Access qualification with CAVA

Pre-Access is beneficial for both students and providers. For students, it's a journey of personal growth and confidence development, instilling resilience and emotional preparedness for the challenges of Level 3 studies. It serves as a crucial checkpoint, allowing students to confirm their interest in a subject area and equipping them with essential study skills. It also facilitates the acquisition of vital maths and English skills, along with transferable skills that enhance employability. This supportive environment acts as a springboard to further education, smoothing the transition back into academia.

Providers, too, experience numerous advantages. Pre-Access significantly boosts retention rates and elevates achievement and pass rates among students. The program serves as a strategic tool for increasing student numbers and enhancing recruitment efforts for Level 3 courses. Tutors benefit by developing early connections with students, enabling preemptive support measures. The flexibility of running the program year-round, with verification and certification available at any time, allows for tailored courses to suit learner needs. Whether delivered part-time or full-time, Pre-Access  is a versatile and impactful qualification for both students and learning organisations.

If you are interested in running a Pre-Access course, attend our Pre-Access webinar on 11 January at 9:30 -10:30 where you can find out more. Registration is available here.  

On Friday 1 December, we held our annual CAVA conference. We were delighted to have 90 attendees join us online from CAVA members, Access to HE providers, universities, QAA, and other interested educational organisations.

The theme of this year’s conference was ‘EdTech Opportunities for Access to HE Diplomas’. Education technology (or EdTech for short) is the combination of technology tools and educational practices to facilitate learning. We chose this topic as EdTech allows us to integrate the latest innovations into the classroom, to improve the teaching and learning experience for students and providers alike. Furthermore, as Access to HE Diplomas are designed to enable adults to achieve their aspirations through education, a key part of this is to give students the foundational knowledge to prepare them for higher education and beyond. In a world of continual technological advancement, it is important that Access to HE Diplomas equip students to embrace this change.

The conference focused on two key aspects of EdTech: artificial intelligence (AI) and online delivery. The agenda was packed with keynote presentations from Rob Stroud, QAA; Ben Whitaker, EduFuturists; and Rachel Whitton, Warrington and Vale Royal College; panel discussions featuring experts from Anglia Ruskin University, College of West Anglia, Craven College, Nottingham College, Truro and Penwith College, University of Suffolk and student representatives; networking and breakout discussion sessions; as well as our beloved annual CAVA student awards ceremony.

Reflections from the day

The need to embrace EdTech was best captured in a quote from Charles Darwin, shared by one of our keynote speakers Ben Whitaker: “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”

The rise of AI tools and online delivery models requires us to revisit the fundamental foundation of our qualifications and review our educational goal, asking ourselves, ‘what is it we really need our students to know or be able to do?’ From there we need to ensure that learning outcomes remain current and useful, reflecting our changing expectations. We also need to integrate EdTech throughout our teaching practices to allow tutors to be creative and innovative, whilst taking advantage of the technologies’ efficiencies to reduce their workload. Embedding EdTech from the outset also means the appropriate infrastructure is implemented, such as good quality cameras and microphones built into the classroom to allow for HyFlex delivery.

Assessments should be designed to allow students to responsibly and critically use AI to enhance their learning. For example, Ben Whitaker shared his ‘C.H.A.T.’ model where students Check outputs, Highlight biases, Assess quality, and Trace use of AI through their references and appendices. Our panellists passionately argued for the redesign of assessments to remove opportunities for plagiarism - if an assessment can be completed by a generative AI tool, then it is no longer fit for purpose. There should be a move to collaborative creation with AI, and more opportunities for students to demonstrate and apply their knowledge.

Alongside embracing EdTech, there remains a need for flexibility and to retain students’ right to choose the extent to which they engage with EdTech. Especially with online delivery, our panellists highlighted the realities of digital fatigue due to the proliferation of platforms and social media sites. Course teams need to be mindful of creating yet another virtual space for students, and consider how online delivery can meet students in the digital spaces they already use.

Rachel Whitton shared her experiences and research into HyFlex teaching, where students can choose to attend sessions either in person or online; synchronously or asynchronously. This greatly increased the accessibility of delivery, especially for adult students who had health issues, caring responsibilities, and/or work commitments. Students with limited digital skills could then also engage in person and have time to develop the skills required for online learning.

With all forms of EdTech, our panellists stressed the importance of setting clear expectations for safeguarding. It was recommended that course teams co-design etiquette ground rules with students so that use of tools is appropriate. Use of EdTech tools should be transparent and monitored to ensure students remain safe.

Conference resources

All presentations and panel discussions were recorded. All attendees will be sent a copy of the recordings along with the resources shared on the day. These resources will also be available for all CAVA members in the website Members Area.

Thank you!

The CAVA team would like to thank all speakers and panel members for sharing their time and thought-provoking insights. We would also like to thank all of our attendees for their engagement and contributions throughout the day.

Lifelong learning week was Monday 6 November - Friday 10 November, and here at CAVA we wanted to highlight the learning each CAVA staff member does.

We shared each individual post on LinkedIn throughout the week. Below is a copy of all of our learning experiences.

Flóra Raffai - Crocheting 

Emily Ross - Playing in a brass band

Jacky Kelly - Birdwatching and Photography

Barbara Hughes - Rowing

Emma Watts - Learning Italian

Nork Zakarian - Playing guitar

Georgia Green - A mixture of life skills!

This year we are pleased to have two universities sign progression agreements with us for the benefit of all CAVA Access to HE students. The University of Suffolk (UoS) has renewed their agreement which is currently in place for entry in the academic years 2024-25 and 2025-26.

We are also excited to announce that Anglia Ruskin University (ARU) have also signed a progression agreement with CAVA, which is in place for the academic years 2023-24 (for January 2024 entry); 2024-25; and 2025-26.

Please see the details below for each progression agreement.

Entry Requirements

ARU

ARU guarantees an offer of admission for students who have achieved, or are predicted to achieve a CAVA Access to HE Diploma with 45 level 3 credits at Pass grades. Under this progression agreement, some courses will require students to have taken either a subject specific Access to HE course or specific units at level 3 within the Access to HE course to be successful in gaining an offer or interview. This progression agreement is applicable for entry onto all ARU degree courses, with the exception of MOptom Optometry and MBChB Primary Medical Qualification.

UoS

UoS guarantees an offer of admission for students who successfully complete a CAVA Access to HE Diploma. The progression agreement is applicable for entry onto all UoS degree courses, with the exception of Professional Health degrees, Degree Apprenticeships, Work-Based Learning, employer-sponsored study, or for courses that require a portfolio or audition as part of admission.

Interviews

ARU

If part of the admissions process includes an interview, students will be guaranteed one if they meet the above entry requirements. If the interview is successful, students will be made an offer, depending on places being available. Students must attend the interview, if they are unable to attend, they will not be made an offer of admission.

UoS

If students are required to attend a physical or virtual interview (including audition or portfolio review) as part of the Admissions process, students will still be expected to attend this interview. Students unable to attend an interview will not be made an offer of admission.

Application Process

For both universities, students must submit a full UCAS application, including Personal Statement and References, and any other information required by the University admissions team in line with any deadlines set for submission to be eligible for entry to the University.

Next Steps

We are pleased this will expand the progression opportunities for our CAVA Access to HE students. If you are a student, please get in touch with your CAVA college to find out more about the progression statement and how it can best benefit you.

All CAVA colleges can access the full terms and conditions of the progression agreements in the CAVA Members Area.

We welcome the opportunity to explore further progression agreements with universities. If your institution would like to widen participation for adult learners, please contact CAVA via admin@cava.ac.uk.

Black History Month celebrates the countless achievements and contributions from the black community throughout history. By honouring the legacy of influential black scholars, activists, artists and leaders, we recognise how black culture has shaped and enriched our society.

Influential black people in education

Gus John

Gus John was the first black Director of Education Services in Britain. He worked in multiple universities around the UK and later served as Associate Professor of Education at the London Centre for Leadership in Learning. He was a key figure in the development of education policies.

Yvonne Conolly

Yvonne Conolly was the first female black headteacher in 1969. She also joined a multi-ethnic team of inspectors assembled by the Inner London Education Authority. During her time there, she took an active role in helping schools reduce racism by looking at resources and policymaking. Later in life she was made a Commander of the British Empire for her services to education.

Lavinya Stennett

Lavinya Stennett is the Founder and CEO of The Black Curriculum, set up in 2019. The enterprise has worked with thousands of students and schools with the mission of teaching accessible and engaging black histories all year round. She was also awarded the Limitless Black Influence Award by Limitless Live and won in the Changemaker 2023 category for her work on the black curriculum.

These three leaders, among countless others, have made a profound impact on education and opportunities for all students. Their advocacy and innovations have helped transform schools into more diverse, supportive environments. They provide inspiration and are role models for creating positive change in education.

How to engage with Black History Month

Educate yourself

Educate yourself by reading books, watching films and listening to podcasts created by Black authors that provide perspectives on Black culture and experiences.Some examples include: 1000 Voices: Black British Changemakers (podcast), Why I’m no longer talking to white people about race (book), Black Joy (book), Hidden Figures (film), Race (film).

Talk about it

Have thoughtful conversations with friends and family about racial justice issues and ways to promote equality. Discussing these topics thoughtfully can inspire action. Here is a useful guide on how to talk to children about racism and here is an article promoting anti-racism practice to support those conversations.

Promote it

Amplify Black voices and stories by promoting Black artists, writers, business owners, and speakers on your social media platforms. Sharing their work and achievements helps increase visibility and opportunities for the Black community. 56 black men is an example of a platform which promotes black stories. This article also mentions 35 black impactful creators to follow on social media.

Access to HE

Our Access to HE Diploma (Humanities) has a range of units where students can further their understanding and knowledge around the history of the black community, including History (Black civil rights in USA) and Sociology (Civil Rights, the Individual and the Law.) If you are interested and would like to know more, enquire on our website to see if any colleges near you offer this course.

The QAA has made changes to the Access to HE Diploma qualification which will be implemented from 1 August 2024.

The key changes are:

Diploma Specification changes

• Each student must study at least one 6 or 9 credit unit (ungraded or graded unit)

• Each student can study a maximum of 30 credits made up of 6 or 9 credit units (including graded and ungraded units)

• Introduction of a national subject descriptor for Nursing and Health Professions, piloted from 1 August 2024, and rolled out from 1 August 2025.

Grading Scheme changes

• Replacement of 7 grade descriptors with 3 grading standards, applied to all units and all assessments

• Grading standards will be applied at unit level upon completion of all unit learning outcomes.

CAVA’s Approach

The requirements of the revised Specification and Grading Scheme will mean that CAVA and our providers will need to review and, where necessary, make changes to the design of Access to HE Diploma course structures, units and assessments.

When reviewing any type of educational programme, it is important to keep in mind, and protect, the intended purposes of the overall assessment. We are committed to ensuring that the design of each Diploma is, and continues to be, appropriate to the purpose of providing good quality progression opportunities for our adult students.

Through providing individualised support for our providers, we will ensure that we develop assessments for compliance in a way that preserves the existing validated overall learning opportunities available to students, and the key knowledge and skills identified as essential to prepare students for HE study.

To support this aim, CAVA has designed a comprehensive guide which will support our providers to understand the impact of the changes on their courses, and to identify the most efficient and effective developments where these are necessary.

In all areas of our quality assurance activities, we avoid the ‘one size fits all’ approach, which can result in disproportionate and burdensome requirements for minor changes for development. We also encourage providers to consider the smallest appropriate changes to their programmes first, to minimise the burden of assessment review, and to introduce the least potential consequences for the overall design and purpose of the Diploma. Included in the guide are four different ways in which we will quality assure course developments, to ensure activity is appropriate for the scale of changes required.

The CAVA guide also clearly summarises the key elements of the Grading Scheme and provides guidance on how best to plan efficient and valid assessment, provide effective marking and feedback to students, as well as good quality and straightforward internal quality assurance of assessment decisions.

In creating this guide, CAVA has built on the requirements, guidance and recommendations included within the QAA Access to Higher Education Diploma Specification; QAA Grade Scheme Handbook Section A, Section B, Section C, Section D, and Section E.

We hope the guide gives clear and comprehensive guidance for providers as they complete their reviews of their programmes and assessments. Throughout the 2023-24 academic year, we will be working closely with our course teams to guide and facilitate the creation of programmes which not only comply with the national requirements, but also continue to provide high quality learning opportunities for our mature students to progress into higher education.

Welcome to the 2023-24 academic year. I hope you had a pleasant and restful summer break.

Celebrating 2022-23 outcomes

As we step into this new academic year, let us take a moment to reflect on the previous year. Thank you to all members of our CAVA community for your continued hard work and tireless dedication to Access to HE Diplomas. The positive impact of your caring support for students and timely engagement in our quality assurance activities shines through in the feedback we received from students. We also received a record low number of appeals this summer - a testament to the high quality of your provision.

Students gave their experience of their Access to HE course an average 5.3 out of 6 in our end of year student satisfaction survey and 97% commented that it met their educational goals. My favourite comment from a student was: “The best things about my course is the unparalleled level of attention from my teachers, that I didn't get in normal education, and the wider range of sectors the course covered to prepare me for any which way I choose to go.”

A year of milestones and enhancements

In 2022-23, we were pleased to roll out several new and improved services based on our consultations in 2021-22. We launched our new student and grade database with improved accessibility and functionality. We implemented our new external moderation model, expanding the breadth of subject experts supporting each of our providers. We validated new centralised Diplomas in Creative Arts; Engineering; Land-based Studies; Law and Criminology; and Music Technology. We also updated and revalidated our suite of HE Study Skills units shared across all Diplomas. A total of 592 attendees joined us for a series of 11 events, training sessions, and briefings across the year. Finally, we were delighted to welcome Boston College as the newest member of the CAVA community.

Building on success: 2023-24 initiatives

2023-24 will likewise involve lots of exciting activities. The main focus of the year will be implementing QAA’s revisions to the Diploma Specification and Grading Scheme. We will be contacting each of our providers in September to share our assessment of the impact of these changes on your courses and agree action plans for the year.

Drawing on our community’s input and research this last year, we are pleased to be moving forward with our sustainability initiative. Embedding sustainability across our Access to HE Diplomas is our vision, and this year, we will be mapping our courses against the UN Sustainable Development Goals (SDGs). We will also prepare enriching resources to enable a holistic exploration of the SDGs with students.

To reduce CAVA’s environmental impact, we will be piloting electronic certification with two of our providers. It is our aim to have fully electronic certification by 2025-26 the latest to reduce emissions, whilst also improving certificate accessibility and verification.

Exploring the future

This year we will also be looking forward and planning for the future. We will be exploring the role of AI and online delivery in Access to HE Diplomas. We have released our guidance on AI this summer and we will build on this at our conference in December 2023. We will also be consulting with our CAVA community to prepare our 2024-27 strategic plan.

Alongside all of this, we will be carrying on with our usual levels of support and guidance during this year. I would like to once again say a huge thank you to everyone in our CAVA community: our Access to HE course teams; all of our members’ staff; our external moderators; validation panel members; our QuAD, HEI Forum, PRWG committee representatives; our Council of Members representatives; our Board Directors; and the CAVA Team for making 2022-23 a success. I look forward to working with you all to build on our achievements in 2023-24.

Thank you,

Flóra Raffai

CAVA Chief Executive Officer