Education CommitteeWritten evidence submitted by Martin Torjussen, School Direct Programme Leader, University of Brighton (UoB)
Summary
Overall, partnership schools and UoB have recruited high-calibre School Direct applicants for 2013–14. In general, and as expected, the quality of the candidates has deteriorated over the course of the year. Therefore those schools who recruited early were pleased with the range of applications to select from.
The success of the process has depended on existing good relations between UoB and partner schools. There have been a number of occasions when, had it not been for this relationship, the partnership might have been tested.
Features of the 2013–14 Admissions Process
1. Schools are used to recruiting for NQT posts and above, and needed to become accustomed to what makes a good candidate for a teacher training place.
2. Schools took time to become accustomed to the characteristics of trainee applications eg understanding equivalent qualifications—NARIC.
3. Significant time has been spent communicating re: shared understanding of expectations.
4. The UoB’s 2:1 entry requirement has, on occasion, been challenged with “We know this candidate and we would like to accept them despite their grades.” Where there has been a difference of opinion good communication between UoB staff and Lead Schools has been vital in ensuring common understanding and agreement.
5. UoB has worked hard to accommodate different practices across lead schools to achieve a shared understanding of procedure.
6. The admissions process has taken a long time which has made applicants nervous. Next year’s system through UCAS aims to counter this with a much tighter turnaround.
7. Application forms have been more complex than UCAS forms. Relevant information has been inconveniently printed far down when printed as a .pdf.
8. The two stages of interview—at school and at UoB—is rigorous but, if communication is not working effectively, also allows for ambiguity of roles and responsibilities.
9. Schools have spent a significant amount of time reading applications, marketing, and engaging in the background work to admissions. At various points during the school-led admission process, schools have been happy to devolve responsibility (“We’re too busy at the moment—we trust your judgement”).
10. Schools have become disenchanted with applicants in whom they have invested time but who can drop out of the application process/switch to a PGCE route with little accountability. This aspect of recruitment is familiar to HEIs; where it has happened, schools have found the experience unsettling.
11. Students who have been accepted onto a PGCE place have been encouraged to consider School Direct places.
12. Despite the change in roles and responsibilities that School Direct has had on schools and UoB, we have had to work hard to ensure that this does not impact upon existing successful relationships for other routes.
13. Negotiating agreements and funding—explanation and clarity is required around what the university provides in addition to direct input (ie ICT, student accounts, library facilities).
14. In regards to Secondary admissions, traditionally a lot of applications come through late in the summer time for PGCE. The TA has urged schools not to relinquish places due to Secondary admissions peaking late, but this is problematic for schools as they approach their end of year.
15. There remains a tension at the heart of the relationship between schools and UoB: schools having the lead role in recruitment and training of students, but UoB held to account for quality of training.
July 2013