Publications

The Frank Buttle Trust Quality Mark: A Practice Guide

The HE participation rate of care leavers is extraordinarily low and they therefore are a target group for widening participation activities. The guide supports institutions to proper support care leavers from pre-entry right through to their transition to employment.

Induction and Disabled Learners

This publication draws together some examples of practice in HE designed to offer an improved transition experience for disabled students. Examples are drawn from across the sector and describe both mainstreamed and discrete approaches to induction.

Supporting Vocational & Work-based Learner Progression into HE

Full Report:
The results of a scoping study to identify joint Aimhigher and Lifelong Learning Network Activity that supports vocational and work-based learner progression to higher education.

Supporting Vocational & Work-based Learner Progression into HE

Summary Report:
The results of a scoping study to identify joint Aimhigher and Lifelong Learning Network Activity that supports vocational and work-based learner progression to higher education.

Induction and Disabled Learners

Higher Education Progression Framework Guide

The progression framework sets out a set of principles and gives illustrative examples of how schools, colleges and universities can work together to plan and prepare students for progression to higher education through integrated, sequential and coherent widening participation programmes.

University Admissions & Vocational Qualifications: Two Years On.

This is based on follow-on research published by Action on Access in February 2006. In this latest study a number of the universities which participated in the original research were visited to investigate changes in admissions practice over the last 2 years.

Embedding Success: Learning from Disabled people in Higher Education

Describes initiatives that the Higher Education Funding Council for England and the Department for Employment and Learning in Northern Ireland have funded to improve the support higher education institutions deliver to meet the needs of a diverse range of students.

A Summary guide to 14-19 Reform

A follow on from the first guide to 14-19 reform in October 2005. The guide highlights the aims of increasing participation, improving functional skills and tackling the academic vocational divide. Significant progress has been made and post-16 participation is consistently improving.

Post-16 Education and Disabled Learners: A guide for schools, colleges, and IAG workers

This guide aims to bridge the gap between school and further and higher education by providing you with information about the support available for disabled students in further and higher education. We hope that this will equip you with the knowledge and confidence to be able to support and advise.