Session 2 – 11th April – 14.30-15.20

Title of Presentation: Where do they go? : A study of progression in

                                          the community.

Presenters:                      Robert Payne & Kathryn Maddy

Organisation: Glamorgan Outreach, Centre for Lifelong

                                          Learning, University of Glamorgan   

Summary:

“Informal learning can be far more effective that any recruitment or publicity strategy in encouraging people who do not habitually participate in education and training to embark on a learning pathway.” McGivney (1999, p. 10)

Informal learning is still a core part of lifelong learning provision in Higher Education (HE). However, the focus is now moving to accredited courses that aim to provide progression pathways towards HE level qualifications. Glamorgan Outreach has been running courses at local centres since 1994/5, and there has been increasing community interest and involvement in the available provision. An estimated 45,000 informal learning hours were delivered at 84 centres in 2001/2002. However, there has been little evaluation of the effectiveness of this provision in facilitating progression onto higher level courses. Although informal learning may create many benefits for local communities, aside from access to higher education, continuous evaluation is essential to inform us of our current community learner profile and the extent to which the programme is achieving our aims.

This paper reports the results of research into progression from community courses into further learning. The study surveyed community learners at local education venues in the South Wales Valleys and surrounding areas. A questionnaire was used to gather information on learners’ educational profiles and future progression aims. There were 153 respondents, with 70 taking accredited courses and 83 taking non-accredited courses. Key findings showed that women and older people (60+ years) take more accredited than non-accredited courses, and 61% of learners with no previous educational qualifications intend to progress onto accredited courses. Of the non-accredited learners 27% hoped to progress onto accredited courses, and only 8% of accredited learners intended to go back to non-accredited courses. Learners’ future progression aims suggest that non-accredited learners aim to further develop existing skills or move towards accredited courses. Accredited learners, however, show a less clear pattern of future progression aims. Possible barriers in the transition from accredited to FE/ HE study are discussed and a progression pathway project is proposed, that will provide clear pathway maps for all community learners.