progression pathways from informal to formal …...collaboration / partnership working...
TRANSCRIPT
Progression Pathways from informal to formal learning:
Exploring barriers and opportunities
First Campus: Funded by HEFCW 2018-2022
“First Campus Reaching Wider exists to widen access to higher education by raising educational aspirations and tackling barriers to entry, progression and success in higher education.”
Reaching Wider partnership in south-east Wales
Main Partners
Further Education Colleges
Adult Community Education
Voluntary &
Community Groups
Employers
Referral organisationsSchools
Our target learners:
Adults over 21 years without a level 4 qualification,
living in the south-east Wales WIMD40 (1 & 2 quintiles) areas
Alsoyoung people 10-16 years old and care-experienced
What courses do we provide?
Child’s Play
Understanding Childhood
Families Today
Pathway to Social Science
B.Sc. Social Science
Free level 3 accredited courses:18 hours : 10 credits
Level 41 year : 60 credits
3 year degree course
‘Live Local, Learn Local’Delivered by Cardiff University
Free level 3 courses
Jane Ellis : First Campus Manager – Adult Learning [email protected]
Hazel Marsh: First Campus [email protected]
First Campus Contact:
University of Wales Trinity Saint DavidChildren and Education
Cindy Hunt [email protected] Tinney [email protected]
▪ Flexible provision for those working in education and care sector.
▪ Level 4 and beyond.
• Community provision and study that complements employment.
• Condensed study, full-time and part-time.
• Welsh medium and bilingual provision.
• Supportive staff and role models.
• Partnership and collaboration.
The Foundation Degree and BA Level 6 Top Up InclusiveEducation in Monkton, Pembrokeshire
The FdA / BA Inclusive Education Programme:
• Flexi course, aimed at those already employed orvolunteering in an educational setting.
• Promotes lifelong learning without barriers, wideningaccess, social justice, social inclusion and sustainability.
• Monkton School is the venue for all participants within the surrounding areas in Pembroke.
• Area of Monkton – very large local authority social housing estate; permanent Gypsy Traveller site, small number of private houses; Primary School.
Collaboration / Partnership Working – ‘Launch’ Adult learning Project
• 2006 local authority initiative set up in two Communities First areas to support adult learning & skills acquisition in areas of deprivation. ‘Springboard’ project was successful in engaging adults in the community of Monkton.
• 2010 Monkton School took ownership of adult learning in the community with ‘Launch’. Project funding uses pupil deprivation grant and the ‘Legacy’ fund through the Local Authority. The school employs a co-ordinator ( 3 days a week)
• 2011 Delivery of the FdA/BA Programme began in Monkton. FREE creche facilities which means that many of the parents can enrol on the programme.
Learning and Work Wales (2017)
Barriers to participation in HE
• A lack of policy attention and supportive initiatives.
• Issues of identity and inclusion.
• Perceptions and knowledge of university
• Financial issues and attitudes to debt (Mulcahy, Baars, Bowen-Viner, Menzies, 2017, p.44)
These are additional to the barriers/discrimination faced in compulsory education which may have been internalised by the time individuals reach adulthood.
A Safe Space (Gsir, 2014)
Building trust when engaging with students in the Community
• Individuals often lack knowledge about university and the cultural capital needed to navigate HE application processes.
• Practitioners seeking to engage these groups and provide information, advice and guidance about HE must build trust with individuals and give them ongoing support in navigating the system (Mulcahy, 2017, p. 27).
• A clash between community and school or HE norms, aspirations and expectations can result in ongoing tensions and strain and a sense of an impossible choice (Ibid, p.36).
References
Gsir, S. (2014). Social interactions between Immigrants and Host Country Populations: A country-of-Origin Perspective, Interact, European University Institute, Robert Schumann Centre for Advanced Studies
Learning and Work Wales (2017). Wales Case Study Collection – The Impact of Adult Learning. https://www.learningandwork.org.uk/wp-content/uploads/2017/01/Wales-Case-Studies.pdf
Mulcahy, E.; Baars, S.; Bowen-Viner, K.;Menzies, L., (2017). The underrepresentation of Gypsy, Roma and Traveller pupils in higher education. LKMco, King’s College London
Lynnette Thomas
Deputy Director - Strategy and Development (Wales)
Claire Evans
Project Coordinator – Flexible Essential Skills
WIDENING PARTICIPATION
• Regional and local- Engage with learners across Wales, in rural
and urban communities, BAME students and those with
disabilities
• Learners in all 22 local authorities, targeted work in some areas
• Integrated approach - data-led and evidence based
• Partnerships key
The Open University’s mission is to be open to people, places, methods and ideas.
We promote educational opportunity and social justice by providing high-quality
university education to all who wish to realise their ambitions and fulfil their potential
14
9,000 STUDENTS IN WALES and counting…
STUDENT NUMBERS INCREASE 2018/19
INFORMAL LEARNING
EVERYDAY SKILLS COURSES
• Everyday English 1
• Everyday English 2
• Everyday Maths 1 (Wales)
• Everyday Maths 2 (Wales)
• Mathemateg Bob Dydd 1
• Mathemateg Bob Dydd 2
www.open.edu/openlearn
FORMAL LEARNING
• New financial support in Wales
• Flexible part time distance learning
• Wide range of subjects and qualifications
• Supported open entry
• Credit transfer
• Milestone qualifications
• Work experience/internship/placement opportunities
• Dedicated student support and careers advice
LIFELONG LEARNING
LIFELONG LEARNING
www.open.ac.ukwww.open.edu/openlearn
@oucymru
THE OU IN WALES CHANGING LIVES
• What are the perceived barriers between informal and formal learning?
• What are the actual barriers between informal and formal learning?
• What information/resources would be useful to help break down these barriers?
Workshop Questions: