When we launched the service in November, we de-scoped all features related to international recruitment.
We asked users if they were a UK/EU citizen and if they gained all their qualifications at UK-based institutions. If they answered no to one or both questions, they could not use our service, and were directed to UCAS.
We’re now removing these restrictions to deliver a service that works for everyone.
Why is international recruitment an issue?
International recruitment is an area of increasing focus for the department.
International candidates currently account for a small proportion of applicants, and many do not get offered a place.
In 2018, 43% of EU candidates and 70% of non-EU candidates were not placed, compared to 35% of UK candidates.
The barriers international candidates face when applying may be affecting this.
Barriers for international candidates
International candidates need to understand more, give more information, spend more money and wait around more than domestic candidates. For example they need to:
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understand the teacher training system – the Aspiring Teacher Facebook Forum and Get Into Teaching website are not optimised to appear in search results outside of the UK
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give information about residency status and qualification equivalencies
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spend money on things like equivalency statements, document translation and travel to interviews
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wait around for translations and equivalence certificates
Some of this friction is inevitable. Other parts are being addressed by our colleagues in Get Into Teaching, Find and international policy.
There are some aspects we can address through the application process.
Residency and visa status
If a candidate does not already have the right to work or study in the UK there are 2 visa routes: a general work visa (Tier 2) for salaried courses, or a general student visa (Tier 4).
Our initial design for residency status assumed that candidates would know which visa they require.
However, research with international candidates suggested that it’s too early in the process to ask this question. Candidates have not necessarily considered these details yet, and financial circumstances (and therefore visa requirements) might change between application and acceptance.
It may be useful for international applicants to know which providers can sponsor a visa, but this information should be available earlier in the journey – possibly on Find.
User need
Hypothesis
If we allow international candidates to defer entering details about visas
Then they can continue with their application
We’ll know this works when the proportion of international candidates who submit a complete application compared to those who start, is comparable to the same value for domestic candidates.
International addresses
This section remains largely unchanged from the original design for capturing international addresses. However, so that we can derive a candidate’s domicile from the information given in this section, we ask for the country a candidate lives in before they give their address.
Screenshots#
English language proficiency
Our original design for English language proficiency asked candidates to tell us if their main language is English. If yes, we asked them if they spoke any other languages. If no, we asked for details of any English language qualifications they have, as well as other languages spoken.
This design caused a number of questions.
- What counts as a main language?
- In our user research, international candidates found this question confusing. See P1 on Lookback.
- Do we really need to ask about other languages spoken?
- Or is this only relevant for certain courses/providers?
- Does it give providers the information they need?
- The original design did not capture English language qualifications in a structured way. Providers tend to look for evidence of ability – such as a GCSE English equivalent or an English language qualification such as IELTS or TOEFL – so structured data is useful.
User needs
Need MN015
ValidatedAs a provider
I need to see an international candidate’s English language qualifications
So that I can make a decision about their application
Hypothesis
If we allow international candidates to enter an English language qualification
Then they can better understand the eligibility criteria and what’s needed of them
We’ll know this works when providers get the information they need to decide whether to make an offer.
Screenshots#
- Your application – qualifications
- English as a foreign language
- What English language qualification do you have?
- Add IELTS qualification
- Add TOEFL qualification
- Add English language qualification
- Reviewing English as a foreign language
- Reviewing English as a foreign language (Don’t have)
- Reviewing English as a foreign language (Don’t need)
International qualifications
Our original design around international qualifications asked candidates if they knew how their degree and GCSE equivalent qualifications compared to UK qualifications, and to enter a NARIC statement of comparability number if they had one.
In our user research however, many candidates either did not understand or were unable to respond to these and other questions in this section.
Terms like ‘GCSE’, ‘grade’, ‘subject’, and ‘awarding body’ were either unfamiliar or had a different meaning to what is understood in the UK. For example:
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‘Grade 4’ means Year 4 in Canada and the US
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some countries do not use the term subject, but instead use terms like ‘minors’ and ‘majors’
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not all qualifications have grades – it could be pass or fail, a GPA (grade point average) or a percentage
User need
Hypothesis
If we provide examples of the type of answer required for qualification type, subject taken and grade
Then candidates with international qualifications will be better able to answer
We’ll know this works when providers are able to make an informed decision.
If we explicitly ask candidates with international qualifications for a NARIC statement of comparability
Then they will better understand how to prove that their qualification is valid
We’ll know this works when providers are able to make an informed decision.
Screenshots: Degrees#
- Add undergraduate degree
- What subject is your degree?
- Which institution did you study at?
- Do you have a NARIC statement of comparability for your degree? (Yes)
- Do you have a NARIC statement of comparability for your degree? (No)
- What grade is your degree?
- What grade is your degree? (I’m still studying for my degree)
- When did you study for your degree?
- Reviewing degrees
Screenshots: GCSE or equivalent#
- Add maths GCSE grade 4 (C) or above, or equivalent
- In which country did you study for your maths qualification?
- Do you have a NARIC statement of comparability for your maths qualification? (Yes)
- Do you have a NARIC statement of comparability for your maths qualification? (No)
- What grade is your maths qualification?
- When was your maths qualification awarded?
- Reviewing maths GCSE or equivalent