Seismic changes are buffeting the higher education sector and changing the nature of the guidance that sixth-formers need to negotiate the process successfully.
Three key developments have altered the landscape in recent years – the impact on the UK of the globalisation of HE, the introduction of university tuition fees in 1998 and A-level reform.
The globalisation of HE has opened up new vistas for British students. A British Council survey in 2017 found that 18 per cent of British students had an interest in studying abroad. One of my students, Lauren Cunild, is one such.
Armed with outstanding A-level grades, Lauren went in pursuit of her dream to study at an American university, landing the Woodruff Scholarship, worth $300,000, to study liberal arts at Emory in Atlanta. Beating over 10,500 Woodruff applicants required a first-rate application, stellar references, confidence, drive and determination, all of which Lauren has in spades; but her example shows the limitless possibilities for students who have effective guidance alongside them.
The flipside of this is that competition from international students has intensified pressure on places at Britain’s elite universities. Last year, 19 per cent of the UK undergraduate population came from overseas but at the London School of Economics the figure is 68 per cent.
The guidance that schools provide to sixth-formers in this system must address this new reality. This is why at my school we take a "portfolio approach to a portfolio world", enhancing our students’ profiles with elective courses, EPQs, MOOCs and service strands to tailored A-level programmes.
Changing landscape
The disruption caused by university tuition fees has meant a shift to a buyers’ market, with the proliferation of universities (now 130) and degree-level courses (c. 37,000) heralding changes in the landscape. With published league tables, the abundance of data makes it difficult to separate the wheat of meaningful information from the chaff of pseudo-stats.
Though the number of students choosing to go to university has not declined, the increasing interest in high-level apprenticeships (up by 27 per cent last year) is expected to have a knock-on effect. All good sixth-form guidance should include advice on these routes.
Meanwhile, target-driven admissions departments use unconditional offers to lure candidates, making managing offers even more complex. After results day, the work of matching applicants to places occupies the savvy director of sixth form for many days, even weeks.
Finally, A-level reform. Still developing, some outcomes are already clear. There is new pressure on GCSE results as a benchmark for admissions tutors; the quality of personal statements and references has taken on a new significance. High-ranking universities have resorted to aptitude tests for selection; interviews are being talked of outside Oxbridge and MedVet schools.
Undoubtedly, enhanced guidance provision is vital. A small sixth form is best for providing individual attention and time to talk through options and recalibrate with second thoughts. Each reference is carefully crafted to optimise its impact. Yet a wealth of expertise and best quality contacts – this tends to come with larger networks.
At my school, we have the best of both worlds – a sixth form of around 125 with small tutor groups, with the power of the Girls’ Day School Trust behind it. Every student receives tailored and up-to-date guidance. Nothing less is good enough.
Dr Helen Stringer is the headmistress at Northampton High School GDST
