its not life or death it is more important than that dr. damian okane

It’s Not Life or Death

it is more important

than thatDr. Damian O’Kane

Participation Success

• Target

• Engage

• pre-entry grades

• Remove barriers to HE

• Retention

Employability

• Qualifications

•Gain & Retain employment

STEP UP TO SCIENCE

To provide an opportunity for socially

disadvantaged pupils, who have

relatively low attainment levels and

expectations, to gain entry to and

complete programmes of study at

higher education institutions

General Aim

• To encourage the development of subject specific and general transferable skills to assist in the transition from school to university.

• To provide these students with ongoing assistance and support to aid successful completion of degree level programmes.

• To encourage participation in university education by students who previously might not have considered this an educational option.• To improve pupils academic performance

Specific Aims

• Social Deprivation Indicators

- Townsend Deprivation Index

- Free-School Meal Entitlement

• Current Academic Achievement

- 11+ Selection System

- Progression to Higher Education

Selection of Schools

Clondermot High School 28.86

Faughan Valley High School 38.52

Oakgrove Integrated College 29.50

St. Cecilia’s College 58.38

St. Joseph’s Secondary School 55.07

St. Mary’s College 64.12

St. Peter’s High School 74.73

St. Brigid’s High School 68.70

Templemore Secondary School 72.50

Northern Ireland Average 23.90

Free School Meal EntitlementSchool Percentage

• Less than 2% of the target schools intake in any year progress to higher education compared to a province wide Age Participation Index of 42%.

Current School Performance

• The average A-Level or equivalent points score for students across all the target schools is less than eight.

Student Selection• Little or no parental experience of higher education

• Limited family income

• Unskilled, semi-skilled or unemployed parent

• Living in a neighbourhood or other circumstances not conducive to study

• Living in an environment that has been seriously affected by political unrest

Student Background

• 75% long-term unemployed• 89% rented accommodation• 48% single parent families• Siblings=5 bedrooms=3• 2 parents have HE experience• 13 single-parents

Strategy

Tutoring

Summer School

University Induction

Mentoring

Engagement Participation

Retention

Success

Employability

• Advice days and induction – pupils & Parents

• Psychological Disposition

- motivation

- perception & attitudes to education

- self-efficacy (competence)

- Self-Esteem (personal & social value)

- Locus of Control (internal v external)

Engagement

Tutoring

• School curriculum linked to UG programme

• Provide students with experience of university teaching, research &

assessment methods

• Develop subject knowledge and specific transferable skills.

• Familiarity with campus life/resources

• PG Mentors

• Course/careers information

Summer SchoolIntensive Eight-day residential Science Summer School to develop additional skills and knowledge.

• formal timetabled lectures, seminars, tutorials and practical classes which will be delivered by academic staff.

• more informal project based work which will be coordinated by ‘Postgraduate Mentors’.

University Induction• Academic

- Study skills & Examination technique

- Time Management

- Course Requirements

- Mentors (senior & subject)

• Pastoral

- Finance

- Student Support : Counselling/welfare

- Project Team/Academic staff

MentoringOngoing assistance and support to aid successful completion of degree level programmes

• Mentors

- Scheduled academic support

- Monitoring & Feedback

• Host Department

- Adviser of studies

• University Student Affairs Dept

• ‘Step-Up’ Project Team

Outcome • Improved Grades : 99.8% Pass Rate

• Encourage Applications to HE: 97% progressing to higher education

• Completion of degree level programmes:

- 95% Retention

- 2% course choice

- 2% year ‘out’

- 1% ‘never to return’

“I was one of the first students to do the Step-Up programme. I found it very daunting at first –

it is hard work – but the experience really encouraged

me and gave me the confidence to study at University. I never dreamt that I would be able to attain so much – but thanks to

Step-Up I have.”

Catherine is a past St Mary’s College Step-Up Student.

• Focused Pre-Entry Intervention

• Curriculum : linked to employer needs

- Placement/Job-Shop

• Career Advice & Guidance

Employability

• 12 of 16 most deprived wards

• 17% never worked

• 35% Claim unemployment benefits

• 12 of 14 most deprived ‘health’ wards

• 42% of population –No Qualification / 15% level 1

• Low progression rate to HE

Expansion – Greater Belfast

Greater Belfast -$3.2m Programme• Five - Seven Year programme

• Cross-Community / Interface Areas

• Transport Solutions

• Political Considerations