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Whatever next? University applications and gap yearsIan Jones reflects on the role of the current sixth-form parent Can you ever really enjoy being a parent? Each adolescent year brings more than its fair share of what to do next – entrance examinations are followed quickly by the build-up to GCSEs, the selection of courses in the sixth form, and then ‘whatever next after school’. Taking the sixth form in your stride is no easy task, particularly considering all its opportunities. Parents have to provide advice, subtle support and financial stability, yet somehow remain in the background and, above all, know when to back off. A-levels, or whatever, of course, take priority; school activities cannot be neglected, yet plans have to be made for the future. Consequently parents age more than their offspring. One consolation is that the vast majority of boarders in schools will eventually find their way to university. Schools, virtually without exception, provide excellent advice. Nevertheless it pays to have some knowledge of what is going on and to be able to offer sensible comments. First, appreciate that there is a timetable. In simple terms, the UCCA application process starts in September with two main dates: 15 October is the last date for receipt of on-time applications to Oxford University, the University of Cambridge, and courses in medicine, dentistry, and veterinary science or veterinary medicine; then 15 January is the deadline for on-time applications for other courses in the UK. By 31 March, universities and colleges should aim to have sent decisions on all applications received by 15 January. Results are known and final decisions made in August. Schools will have their own procedures round those key dates. Second, with one exception, the application form is a matter of completing boxes and indicating preferences. The exception is the personal statement, which requires serious consideration. It gives candidates the opportunity to tell their own story in their own way, and to explain why they want a particular course and university.
Third, make sure you know something about the school’s plan for helping and providing information for its candidates. To help them make up their minds, there are three important external sources of valuable information: open days, taster courses and education conventions. To take advantage of the huge amount of advice available, they need to talk to people who can answer all their questions. Students can try to do this over the phone or by email, but they will never get the full picture unless they meet people face to face and visit the universities and colleges where they are thinking of studying. Attending university and college open days and taster courses is a great way for applicants to get a feel for a place. Demonstrating commitment in this way will also look good in the student’s personal statement. Parental encouragement to take advantage of these opportunities is very important. To summarise: the school’s role is to deal with the personal details, additional information, education, employment and choices sections; the personal statement enables the candidate to provide his own individuality, and here is where parents can really help and support. An even more difficult issue is facing what to do in the year after school. With results not coming out until August there is a natural tendency to delay decisions, yet by then the best gap-year opportunities will have evaporated. So in many ways the principles of planning ahead still apply, and this is perhaps where parents can play a more significant role as schools are more likely to leave this in the hands of the individual. ‘Do something original’ is a standard piece of advice! Then there is the tricky issue of finance – while parents will be prepared to help, having had some input to the gap-year budget can make the whole experience even more beneficial; finding the right time to discuss this is important – choosing the last evening of an exeat or holiday is not a good idea! So what are the matters to cover within the plan? First, researching the options is vital, a paid placement or a volunteer job with board and accommodation provided helps and can relieve at least some of the financial pressures. So maybe start by looking at GlobalXperience: www.globalxperience.com. Choose something that will be useful and provides opportunities to develop skills that will be valuable in the future, such as teaching English or cooking. Bear in mind that being able to communicate will be vital, linguists will pick up other languages quickly; others may be more comfortable in an English-speaking environment. Don’t overlook the practicalities – a good travel insurance policy is essential, obtain the right visas and ensure passports are up to date: www.anyworkanywhere.com offers helpful information. Book a flexible ticket, so plans can be changed if necessary: www.trailfinders.com offers worldwide options and flexible stopovers. Take traveller’s cheques and a credit card for emergencies, and keep them separate. Instant cash can be transferred by Western Union: see www.westernunion.co.uk. Some gap organisations offer induction courses covering the dos and don’ts, plus survival courses – details of these are worth pursuing. These cover the essentials of not carrying anyone’s luggage over borders or bringing back anything unknown – a British passport is not a get-out-of-jail card! Crucially, ensure there is some agreed method of keeping in touch and covering emergencies and, if you can, avoid the temptation to visit unless invited. Back, though, to parental anxieties, I quote just one example taken from the experiences of the father of a 16-year-old daughter spending six months as a chalet girl in a French ski resort. He wondered if a French ski instructor was trying to take advantage of her or, worse, was one of her English guests trying to take advantage of her? Worse still, was no one trying to take advantage of her and, if so, what was wrong with her? After this was over, followed by six months in Peru, he finally recognised the year was an enormous success. Finally, while boarding undoubtedly provides many essential learning skills and the foundation for life, a gap year can see the most dramatic changes in developing the maturity essential in dealing with the ever increasing challenges of the outside world. During it participants can gain life skills well beyond their years. Ian Jones’ two sons, William and Robert, were initially day pupils before becoming boarders at Felsted and Bedford. They both had gap years in Australia, at the end of which Robert spent time on work experience in a solicitor’s office in Brunei. After university they embarked on careers in commercial property and internet law, respectively. |
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