Fair admissions code of practice

This means universities and colleges should make sure that admissions practices support student choice and do not create unnecessary pressure.

Universities and colleges should make sure that applicants have all the information they need to make an informed decision about the best course of study for them.

They should also avoid applying pressure through their offer making practices, including by avoiding the use of ‘conditional unconditional’ offers, restricting the use of unconditional offers to specific circumstances, and using incentives appropriately and transparently. 

This means universities and colleges should provide the information applicants need to make the best choice for them, including the prior qualifications applicants may need, how they make their choices, and why they make certain types of offers.

This information should be made available clearly, in good time, and through appropriate channels. 

This means universities and colleges use the evidence they have available to make informed decisions on applicants’ potential to succeed on a course.

This evidence can include exam results, other qualifications, relevant experience, or by using other methods of testing (such as auditions, interviews, or submitting creative portfolios).

However, applicants should also be assessed as individuals, and other contextual factors may be taken into account.

This means that the way admissions processes operate should be guided by research and good practice, and universities and colleges should be able to explain why their approach to admissions is in the applicants’ best interests.

Universities and colleges should also monitor the link between their admissions practices and the outcomes for their students.

There are some barriers to entry for applicants that have nothing to do with their potential or ability to succeed on a course, such as where they grew up or their life experiences.

Universities and colleges should minimise these barriers to entry through their admissions processes, but should be clear on how and why they do so. 

This means that admissions processes should be organised in such a way that they are efficient, high-quality and provide a professional experience for applicants. 

1. The most recent update to the Fair Admissions Code of Practice was in July 2024. The key change is that the Code and its principles now explicitly apply to international students, including the expectation that signatories ensure that third parties (including agents and franchised provision) act in accordance with the Code.  

2. Further areas of change within the Code include: 

    

   a. It suggests that universities and colleges use recognised titling conventions to accurately and clearly convey the content of courses to applicants.  

    

   b. It reaffirms and clarifies cases where offer-making practices need to be fair, and transparent and avoid placing undue pressure on applicants, including with the use of deadlines, incentives, or conditional unconditional offers.  

    

   c. Existing principles and behaviours related to entry requirements and the criteria for assessment of applications now also extend to include English language proficiency, compliance with UKVI requirements for sponsored students, and clarity over the process by which providers establish international equivalencies for UK qualifications. 

    

   d. It strengthens the expectation that universities set entry requirements to support student success and consistently evaluate the link between offer-making practices and student retention, attainment, and progression.  

    

   e. Clarity that ultimate responsibility for admissions decisions sits with universities and colleges and that these decisions should only be made by those who are properly trained to do so.  

    

   f. It is clear that universities and colleges must engage international education agents in line with the recommendations of the UK Agent Quality Framework, including that agents provide advice and guidance to prospective students in accordance with the Code of Ethical Practice for Education Agents. 

    

   g. An expectation that universities and colleges should have in place structures and processes to establish clear lines of responsibility with third parties (including international and domestic agents, franchised provision, and pathway providers), evaluation and governance processes to maintain quality and compliance with the Code.  

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