Widening participation in HE

Transcription

1 Widening participation in HE Widening participation target groups (groups under-represented in HE), identified by HEFCE people from low income backgrounds people from lower socio-economic groups people from low participation neighbourhoods minority ethnic groups or sub-groups that are under-represented in HE care leavers disabled people Source: HEFCE (Higher Education Funding Council for England)

2 Trends in young participation (HE) for the most disadvantaged Tre Source: HEFCE (Higher Education Funding Council for England)

3 HE acceptance rates by summer school participation and disadvantaged income background Source: HEFCE (Higher Education Funding Council for England)

4 The proportion of young people living in the most disadvantaged areas who enter higher education has increased by more than 30% over the past five years, and by more than 50% over the past 15 years We all have the shared aim to build on this success, to maintain this momentum of growth. As we reconsider our strategies in the light of the changing HE landscape, we need to clarify and perhaps adjust our priorities in terms of our work with WP students. The last session of the Thriving and Surviving Conference at Middlesex University focused on the following topics: 1. What are the interventions/programmes that have worked best? 2. What changes do you envisage to the IAG needs of forthcoming students that reflect the changing HE landscape? 3. Do youconsideranyspecificwptargetgroupstobeindangerofbecomingmore hardto reach in future times? 4. In light of Aimhigher s demise and the imminent local authority and school sector cuts, how can the legacy of collaborative working that the Aimhigher programme has achieved in the last seven years be preserved? 5. For the universities who decide to apply maximum fee increases in 2012, how do you think they should prioritise their outreach provision in light of the increased emphasis on outreach that will berequiredofthembyoffa(officeforfairaccess)?

5 1. What are the Interventions/programmes that have worked best? Campus visits and subject specific Taster Days where students can experience university settings, see seminars and lectures, feel the buzz of the campus and engage with both academic staff and student ambassadors who may have gone through WP themselves. Various activities delivered by student ambassadors who have gone through the route of widening participation they can highlight that HE is achievable for anyone no matter their background, family income, etc. Ambassadors can also provide detailed information on application and enrolment procedures and school/college students find them more approachable than staff members. Early research is important to catch the interest of prospective students as they become aware of many different career options and the educational requirements and pathways leading to these careers. Higher education talks at parents evenings to discuss process of applications and the support available, especially for families who have not had previous university experiences. Many colleagues said that engagement with parents will be particularly important over the next couple of months and year due to changes in student fees and funding. Accommodation tours for parents and talks about student life, campus experience and experience of students leaving home for the first time. Higher education fairs for parents and students there is still a big gap in terms of Information, Advice and Guidance available, especially for those who have not attendrf universities in the past.

6 2. What changes do you envisage to the IAG needs of forthcoming students that reflect the changing HE landscape? More information on funding and financial issues needs to be widely available for students and parents. Information parents is key! Some parents are telling their children that they can t go to higher education as they are often worried about student debt and see this as a big deterrent. Providing more information about the benefits of higher education and the value of a degree would be very useful and could change that perception. It was suggested that universities host more parents evenings, and work with local schools, colleges and boroughs to ensure this group is reached. Secondary schools need to be more careful when liaising with parents and try to keep them involved at all times rather than when it is convenient. Universities could help and work more directly with schools to help raise the awareness, help students and provide ongoing activities and interventions suitable for pupils from various age groups and backgrounds. The media is currently very negative about higher education so we need to make sure both sides are put across by providing more success stories for people to read about. The proactive students will obtain the information they need regardless of provision, but it is the undecided/wavering students that may miss out especially given that Connexions may no longer be in place. What alternative sources will they get this IAG from?

7 3. Do you consider any specific WP target groups to be in danger of becoming more hard to reach in future times? NEET (Not in Education and Employment and Training) group and Care Leavers groups will be harder to reach, as there will be less support staff in local authorities. Access students may find it more problematic to gain access to HE due to increasing competition and funding changes. There is a perception that universities want more academic subjects, so vocationally driven people will be affected. Learners with disabilities will still very much be hard to reach as well as students from low income families whowillconsiderthefeestoomuchandnotworthit. Due to other government cuts such as reducing the amount of students eligible for EMA, potentially there may be a knock on effect as itmaybe difficult for colleges to retain level 3 students, therefore numbers progressing tohemaybelower. Whereas before WP activity has been focused on families with lowest income, now we will also need to be focused on reassuring the average middle earning families that going to university is a worth while investment. One target group that seems to have dropped from the WP agenda is first generation HE students although they may not be from low income households they do also require the additional support.

8 4. In the light of Aimhigher sdemise and the imminent local authority and school sector cuts, how can the legacy of collaborative working that the Aimhigher programme has achieved in the last seven years be preserved? Individual institutions -whether they are schools, FE colleges or HEIs -will need to be proactive by maintaining and creating their own partnerships. Academies are particularly strong at this. This will require commitment from individuals to keep the ethos going, and also senior management from those institutions buying in. Universities should take the lead in approaching schools with initiatives and providing opportunities for collaborative approaches. Access Agreements can be particularly helpful and having a designated contact responsible for WP activities in all institutions. Institutions could collaborate in applications for various targeted funds. Cooperation between universities, employers and schools/colleges may be beneficial for all parties. Exchange and sharing of practice across further and higher education area would be very helpful for all. Visits to University should be embedded into the curriculum, so that all students see it as an essential part of their learning and teachers proactively seek links with HEIs.

9 5. For the universities who decide to apply maximum fee increases in 2012, how do you think they should prioritise their outreach provision in light of the increased emphasis on outreach that will be required of them by OFFA (Office of Fair Access)? In Year 7 students tend to have high aspirations for HE but by Year 9 this seems to drop quite significantly. Why does this happen? This potentially is an important point for intervention. Support in realising these aspirations is crucial role of mentors/student ambassadors in supporting students to this effect, including building self-confidence and self-esteem. Y11 is a key year for IAG and especially for attainment GCSE achievement is crucial and a major predictor of HE participation (stats covered in previous presentation in relation to the rise in HE participation for the most deprived students results absolutely correlate with Level 2 (GCSE) attainment) Curricular changes in schools also places more demand on appropriate IAG Importance of outreach to include parents/carers and indeed whole families, as these are the most important influencers in young people s lives. Opportunities of outreach into the community will be increasingly important with the absence of Connexions centres, need to target part-time provision etc. It s a possibility in some schools where Connexions advisers are being retained (at least in the short term) for HE outreach/wp staff to meet with them to link up with the legacy of partnership networks previously created through Aimhigher(and specifically Aimhigher borough coordinators).

10 5. How will the raise in the school leaving age impact these aims? One effect either students will take the time to improve their qualifications, become more clued up, consider their choices, visit places, make a more considered choice than they might otherwise On the other hand students may be frustrated by extra time in education, eager to start work, reluctant to spend more time on HE Student qualifications students could take more opportunity to improve previous grades such as English and Maths

11 6. Without Aimhigherfunding how will successful interventions remain accessible to students? Work based learning may interest parents who thought higher education was in accessible to themselves Higher education to address true prospects post qualification Pastoral care and independent hearing Summer school taster sessions Have a representative of Wider Participation in each Further Education to continue the work Exchange and sharing of practice across further education institutions in area. Embed it into the curriculum that students have to visit higher education insitutionsas part of their course More obstacles facing mature students juggling family commitments with studies, understanding from Higher Educations. Early career interventions Maintaining contacts already made Business and industry to share costs contacts