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The Teacher Degree Apprenticeship is a new route to become a qualified teacher, offering a salaried, on-the-job experience while you study for a bachelor's degree and gain Qualified Teacher Status (QTS). This pathway is ideal for those who do not yet have an undergraduate degree but want to build a career in education.

Ginny Page, Director of Education Programmes, Gatsby Foundation

Anthony McClaran, Vice-Chancellor St Mary’s University Twickenham and Chair of GuildHE

Here you’ll find everything you need to know about making an application to a university or college higher education course as a student not supported by either of their parents (known as 'estranged').

Schools, colleges, advisers or agents can become registered UCAS centres and get unique access to their students' higher education applications.

After GCSEs/National 5s, you could stay in school, go to a sixth form college, go to a further education (FE) college, or join a work-based training provider.

Some students face additional challenges during their education which may impact their results. Universities recognise these challenges, and can make adjustments through ‘contextual admissions’. Find out more about what this is, who is eligible, and how you qualify.

Whether you are a careers adviser, or a teacher supporting students, you'll need to continually reflect on your careers practice to keep improving the value of what you do. We can help with some of this...

Reach the right candidates and their influencers on the right channels. 1.5 million students come to UCAS each year to explore their next steps – we're ahead of Google when it comes to students seeking information about higher education.

A levels aren't the only option out there to take your students to higher education.

Information and resources for teachers and advisers to help students choose their which path to take after school.

A key factor when making the decision to move into higher education is finance – for estranged students, this can be a particular challenge.

This is for staff working in universities and colleges. It outlines the common challenges for students who are care experienced (CE) and provides examples of good practice found around the UK to improve access to and success in higher education (HE).

We have worked with Stand Alone to outline the common challenges for estranged students, and share examples of good practice being done around the UK to improve access to and success in higher education.

This briefing is for staff working in universities and colleges, supporting the introduction of the new UCAS flag to identify applicants who are refugees, asylum seekers, and those with limited leave to remain in the UK. We have worked with STAR Network, Refugee Education UK and We Belong to outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges. Here, we outline common challenges for students who participated in widening participation (WP) and outreach activities, and share examples of good practice being done around the UK to improve access to and success in higher education.

This briefing is for staff working in universities and colleges to support the introduction of the new UCAS flag to identify students with parenting responsibilities from 2023 entry. Here, we outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This report provides insights into the decision-making process of China students as they consider higher education and career options.

Get your brand in front of students and their influencers with our Provider Pages. Millions of students come to ucas.com to research their choices – you can put your university or college front and centre from the very start of their journey to higher education.