ACCESS TO HIGHER EDUCATION BY NON-TRADITIONAL LEARNERS AND OTHER UNDERREPRESENTED GROUPS Joanna Madalińska-Michalak University of Lodz, Poland
STRUCTURE OF PRESENTATION 1. EUROPEAN HIGHER EDUCATION AND ITS CHALLENGES. 2. RATIONALE OF AND BACKGROUND TO THE LITE PROJECT project overview: partnership, aims, outputs 3. PROJECT RESEARCH 4. CONCLUSIONS analysis and comparison of existing strategies and resources in four European countries: Bulgaria, England, Poland, Portugal
EUROPEAN HIGHER EDUCATION AND ITS CHALLENGES Common strategic objectives for the Member States, including a set of principles for achieving these objectives, as well as common working methods with priority areas for each periodic work cycle: The new Strategic Framework for European Cooperation in Education and Training (known as ET 2020)
EUROPEAN HIGHER EDUCATION AND ITS CHALLENGES The Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training set out four strategic objectives for the framework: (i) (ii) (iii) (iv) making lifelong learning and mobility a reality; improving the quality and efficiency of education and training; promoting equity, social cohesion and active citizenship; enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
EUROPEAN HIGHER EDUCATION AND ITS CHALLENGES The benchmarks agreed under ET 2020 highlight a number of priorities that the LiTE project investigates and addresses. These include the need to reduce drop out, raise participation at tertiary level and increase adult participation in lifelong learning. Participation rates at tertiary level education amongst EU member states vary widely. In 2009 just under one third (32.3%) of the population aged 30-34 had a tertiary education. In 2010 the proportion of European mature students (25-34 years old) has just been 33.6% compared with USA 41% and Japan with 56%: best performing countries in the EU are Ireland 49.6%, Denmark 47.0% and Luxembourg 46.1%. The headline target of the Europe 2020 Strategy: 40% of 30-34 year olds should have tertiary education qualifications by 2020.
EUROPEAN HIGHER EDUCATION AND ITS CHALLENGES The European benchmarks for 2020 agreed under ET 2020 highlight a number of priorities that the LiTE project investigates and addresses. These include the need to reduce drop out, raise participation at tertiary level and increase adult participation in lifelong learning. Such needs are particularly acute in the case of those from a disadvantaged backgrounds.
ERASMUS Multilateral Project Lost in Transition (LiTE) October 2011 - November 2013 Project Overview This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Partnership Project Lead: University of Wolverhampton (UoW), United Kingdom Project partners: University of Lodz (ULO), Poland University of Algarve (UAlg), Portugal University of National and World Economy (UNWE), Bulgaria This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Project targets non-traditional HE learners and underrepresented groups. The focus is predominately on widening participation of these learners in HE.
Mature students Mature students have completely different attitudes and possibilities to study at first they are usually engaged in work and their family status requires spending more time at home. The best and quite obvious way to mature students could be part-time studies. In Poland parttime studies have following forms: - students enrolled in distance education (i.e. students usually work and spend only part of their time on higher education studies); - students enrolled in evening courses at higher education institutions. These courses are offered by higher education institutions in addition to courses for full-time students; - students enrolled in weekend courses at higher education institutions. These courses are offered by higher education institutions in addition to courses for full-time students.
Definitions of mature students UK: start undergraduate after 21 Portugal: 23+ without school leaving certificate Poland: assumed among part time students Bulgaria: focus on students who are young parents This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Project aims to explore and understand current national strategies that support the transition of underepresented groups (mainly mature learners) to Higher Education (HE); to develop a framework for supportive strategies and resources for the transition to HE of non-traditional HE learners and underrepresented groups in HE and successful completion of the first year of study: to develop and evaluate intervention strategies for higher education in diverse settings. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Outputs A research report from each partner providing analysis of the country's existing strategies and resources relating to transition to HE for non-traditional or mature learners and other underrepresented groups. A comparative study that examines the similarities and differences between each country's strategies and resources and identifies common themes and successes. A framework of supportive strategies and models for implementation adapted for each partner country, alongside guidance on implementation for other EU member states. An online platform to develop students skills and assist them in the transition journey: from enter HE through the completion of their first year, complemented by additional materials for HE staff. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Project research A research report from each consortium partner providing detailed analysis of their country's existing strategies and resources relating to transition to HE for non-traditional or mature learners and other underrepresented groups. A comparative study that examines the similarities and differences between each country's strategies and resources and identifies common themes and successes.
Research findings Barriers facing mature learners: Pre-admission Lack of a national strategic focus on supporting mature student entry to HE (Poland, Bulgaria), Inflexible institutional entry requirements (Portugal, Poland, Bulgaria), Lack of preparation for higher education (all) Lack of formally recognised national schemes for recognising prior professional/experiential learning (Poland and Bulgaria), Potential financial deterrents related to tuition fees and loans (England in particular), Family responsibilities. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Research findings Barriers facing mature learners: Post-admission Transition challenges personal, social, academic and institutional Lack of specific strategies to support mature students with such challenges; Lack of monitoring requirements and data collection mechanisms, leading to inadequate data to inform policy on attracting and retaining mature students This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project No: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN
Research findings - comparative report Supporting access to higher education, with particular reference to mature students Key differences: Different definitions of mature students and differing priorities in terms of improving participation of under-represented groupings, Different HE structures, Different systems of selection and admission procedures, Different funding arrangements and fee levels, Wide variety of strategies in place for recruiting and retaining mature learners.
Research findings - comparative report Supporting access to higher education, with particular reference to mature students The similarities: Importance of expanding and widening participation of under-represented groups in HE. Value of Bologna process in facilitating flexibilities in improving access to HE for under-represented groups. Acknowledgement of the varied factors which constrain the participation and retention of adult learners in HE. Little or no integrated policy initiatives focusing on mature students at national level - Mature students are not a policy imperative.
Research findings - comparative report Development of the framework of support strategies and model of implementation Set of standards and guidelines NATIONAL LEVEL INSTITUTIONAL LEVEL STAFF - INDIVIDUAL LEVEL
Research findings - comparative report Development of the framework of support strategies and model of implementation Pre-admission support strategies (recruitment) Awareness-raising marketing and events (Portugal, UK) Financial incentives variation in funding models Flexible entry requirements away from reliance on school leaving qualifications Support before entry to university specialist programmes (Portugal) and access courses (UK)
Research findings - comparative report Development of the framework of support strategies and model of implementation Post-admission support strategies (retention) Post-enrolment advice and guidance Focus on first year of study ( pinch-point ) Specialist groups and associations e.g. Society for Mature Learners (Cardiff University, UK) More flexible modes of delivery timing, location, e-learning Authenticity incorporating simulation and enterprise
Set of standards and guidelines (PL) NATIONAL LEVEL EFFECTIVE ASSISTANCE FOR STUDENT - EXPANDING ACCESSIBILITY OF STUDIES MORE RIGHTS FOR STUDENTS FOCUS ON LEARNING OUTCOMES IMPROVING QUALITY OF HE INSTITUTIONAL LEVEL EFFECTIVE ASSISTANCE FOR CANDIDATES FOR STUDY AND STUDENTS/ EXPANDING ACCESSIBILITY OF STUDIES PROMOTING ACADEMIC AND SOCIAL INTEGRATION INTO HEIs - TO PROMOTE A SENSE OF BELONGING FOCUS ON LEARNING OUTCOMES IMPROVING QUALITY OF TEACHING INDIVIDUAL LEVEL PROVIDING ACADEMIC SUPPORT TO STUDENTS/STUDENT-CENTRED STRATEGIES AND IDEAS PROMOTING ACADEMIC AND SOCIAL INTEGRATION INTO HEiS - TO PROMOTE A SENSE OF BELONGING FOCUS ON LEARNING OUTCOMES IMPROVING QUALITY OF TEACHING
Nad NATIONAL LEVEL FRAMEWORK STANDARDS GUIDELINES ON IMPLEMENTATION EFFECTIVE ASSISTANCE FOR STUDENT - EXPANDING ACCESSIBILITY OF STUDIES The right to free-ofcharge studies at more than one specialty - more places at free of charge studies o o Every student has the right to begin studies at another specialty. The right to free-of-charge studies at more than one specialty is granted to students with the best grades at the other specialty (criteria for obtaining the Rector's grant), which guarantees that not only will students complete the additional studies commenced at the cost of the state but they will take the full advantage of the knowledge gained. Financial support to students - new students loans o Student loans are available to those who were before unable to provide the bank with the required security for the loan. In the case of students in a particularly difficult family or financial situation the state guarantees even 100% of the loaned amount.
More needed-base grants According to the new rules, 60% of the money from the donations is devoted to need-based grants and 40% to Rector's scholarship for the best students. Additionally, the income thresholds per family member that are considered for need-based grants is raised by 30% to provide broader access to these grants. No charges for exams All the exams (retakes, exams before a board, graduation exams), entries for another semester and year of studies, supplements to diplomas, submission and evaluation of dissertation, issuing of a job training log they are free of charge.
Legal security for students Professors for students MORE RIGHTS FOR STUDENTS Obligatory civil-law contracts entered into, by and between, a student and their school, protect the interests of students and graduates in all the cases where the school fails to perform its obligations or violates the rules set forth in the contract, especially as regards additional charges. The lecturers' work should be organised in such a way as to make sure they can devote enough time for each student. Scientific employees applying for their second job must obtain the consent of the Rector, who will make sure that students and the quality of the research in progress will not suffer because of that.
FOCUS ON LEARNING OUTCOMES IMPROVING QUALITY OF HE Flexible studies - introducing the National Qualifications Framework More open system towards the recognition of learning outcomes acquired outside formal learning contexts as an adjustment likely to enhance the participation in higher education. Obligatory evaluation of academic teachers by students Employees are evaluated at least once every two years and opinions of students and doctoral students (done after a series of classes) are one of the most important criteria. The reform specifies that a negative periodic (taking place every two years) evaluation may be a basis for dismissal of a lecturer and two consecutive negative evaluations force the school authorities to terminate the employment relationship with a given person.
INSTITUTIONAL LEVEL EFFECTIVE ASSISTANCE FOR CANDIDATES FOR STUDY AND STUDENTS Facilitate enrolment to studies Preparatory courses for candidates - EXPANDING ACCESSIBILITY OF STUDIES Preparatory courses for admission exams and studies developed at HEIs Facilitate transition by support in education Training courses for enrolled students HEIs offer training programmes (usually during the first year of study) in order to easily adapt to academic life and get better study achievements, including effective methods of study, time management etc. The right to free-of-charge studies at more than one specialty - more places at free of charge studies No charges for exams Only those students with the best results of the Matura exam study free of charge (presently it is about 40% of the total of 2 million students) at another specialty. This way students from environments where it has been so far necessary to choose paid studies or to resign from studying will gain broader access to free-of-charge full-time studies. All the exams (retakes, exams before a board, graduation exams), entries for another semester and year of studies, supplements to diplomas, submission and evaluation of dissertation, issuing of a job training log they are free of charge.
Early support for student integration and transition Support for student integration ACADEMIC AND SOCIAL INTEGRATION INTO HEIs TO PROMOTE A SENSE OF BELONGING Guidelines, leaflets, information about students associations and other forms of integration. Integration camp for students, especially for disabled students organized to facilitate cooperation between disabled students and university authorities. Students Union students society aimed at the integration of students (especially first-year students), cultural and charity activities and defending students rights. Common sport activity, integration days (university holidays, contests, Student s Day). Organisation of various joint extracurricular activities for regular students and those from underrepresented group Student capacity development Facilitating students skills in learning (using e-learning methods, new learning techniques). Developing students social skills. Maintaining and developing: consciousness of studying, independence and responsibility of students, sense of integrity.
Professional services provision Student services: library and learning services, disability services, information, advice and guidance Understanding and responding better to the circumstances of non-traditional students Minimise institutional barriers Friendly hours of work in HS offices Friendly hours of work of library. Inclusive Practice perspective More inclusive HE learning environment Tutorials for students in convenient form and time Academic guidance and psychological counselling services to students from underrepresented groups in HEIs to support them in following their studies on the same footing as other students. The adoption by universities of an Inclusive Practice perspective, where lecturers employ a range of specific strategies (for example, use large fonts, all lecture notes on-line) to ensure a more inclusive HE environment. Need for professional counselling of university academics and administration in order to increase their skills and competences with respect to students from underrepresented groups and specific approaches for working with these students. Continuous professional development of staff - conferences for staff, workshops for staff.
FOCUS ON LEARNING OUTCOMES IMPROVING QUALITY OF HEIs Academic experience Providing support through personal tutoring, for example developing a more comprehensive and routine personal tutor system. Broadening the options for learning, for example using comprehensive modular systems and virtual learning approaches. Concentrating on the first year experience Focus on student success rather than retention Assist students to make wise choices Make our expectations clear and support students to meet them Ensure adequacy of resources.
CONCLUSIONS - Project impact The LiTE project contributed to better understanding of diversity in educational settings, especially within higher education in Europe and issues of transition to HE. It identified good practices, developed new strategies resources and disseminated them to other EU member states and institutions. This can be helpful in informing policy makers, institutions and providing a smoother and more successful transition experience for non-traditional learners.
CONCLUSIONS The strategies for making HEIs more attractive as places of learning and particularly increasing the accessibility of HE, contribute to lowering inequalities in access to HE. Changes in the higher education policy in Europe over the past few years have placed an increasing emphasis on minimizing the barriers in access to HE. These changes, on the one hand, has been underpinned by the need to provide equal opportunity for education, and on the other hand, has been driven by the need to widen the participation in HE.
CONCLUSIONS The strategies - policy level Development of national guidelines on strategies to support specific groups of under-represented students in HE Development of mechanisms for monitoring and reporting on the recruitment and retention of such groups Developing guidelines on selection procedures for mature and other underrepresented groups that rely on alternatives to examination-based mechanisms Monitoring the impact of the new implemented strategies on mature student participation in HE (i.e. tuition fee system on mature student participation in HE in England).
CONCLUSIONS The strategies - Institutional level Further experimentation with (flexible) delivery formats and modes of attendance that are more attuned to the learning preferences of mature students. Further experimentation with improvements in pre-entry guidance, marketing and on-course support for mature students. The strategies - Individual level Further experimentation with buddying students and (e-) mentoring systems that ease transitions and facilitate social engagement and interaction among mature learners.
CONCLUSIONS In order to encourage adults into HE in Europe it seems not enough to minimize the barriers in access to HE by using the specific strategies at different levels of the system, but major attention should be paid to maximizing student success. Therefore, the focus should be not only on ensuring fair access to universities and on achieving greater participation from disadvantaged groups, but it should be also on transition into HE and through the first year of study. In terms of HE, the role of transition is crucial for increasing access and for improving retention and success.
CONCLUSIONS One of the most important point in indexing student success is that a focus on student success implies more clearly the need to give attention to the way in which an institution can help to facilitate it. Success is more important for students than some may recognize at the time when they are going through a process of applying to enter HE (see: Yorke & Longden, 2004, p. 7) and during their first year of study (Salter, 2002). The first year of study is a critical stage for both student retention and student learning (Gorard et al. 2006; Harvey et al. 2006).
CONCLUSIONS Points of transition from compulsory to HE sometimes become exit points - this is particularly true for non-traditional and under-represented groups. A substantive first-year experience program not only helps students survive the transition to college but it also provides a foundational framework and meaningful context that undergirds students transition through college and maximizes the impact of the whole college experience (Aynsley & Jacklin 2009; Tinto, 1993; Yorke, 2000). Main Issue: Sustaining high quality teaching and learning in higher education
Contact details Prof. Joanna Madalińska-Michalak University of Lodz, Poland jmichalak@uni.lodz.pl