Session 4 – 12th April – 10.15 – 11.05

Title of Presentation:      Life Support: addressing barriers to

                                   Community Progression to HE

Presenters:                  Sue Barrow and Llian Norman

Organisation:                  People & Work Unit

Summary:

In line with the current participation and widening access agenda, higher education institutions have introduced access programmes and foundation courses in order to provide pathways into higher education for learners from non-traditional backgrounds.  However, although these pathways are open to all mature students, recruitment from some communities remains low. This in turn limits the potential of the expansion of higher education to drive social and economic regeneration in these communities.

In disadvantaged communities in South Wales, many potential learners have had negative experiences of compulsory education. They are fearful of losing benefits and of the perceived costs of university. Many have grown up in communities without positive role models of academic success. In this context it is easy to see why so many potential learners simply do not believe that university is an option for them. In sum, widening participation demands more than the creation of new pathways to widen access (Cf. Lloyd-Jones, 2002, Gorard & Rees, 2002).

Family background, assessed in terms of income, parents’ education, or parents’ occupation, is a key predictor of life long participation in education or training, as it is of success at school (Gorard et al, 1999c). It is clear that patterns of participation ‘run in families’ projects such as ‘ Life support’ can influence the learning trajectories of future generations. If parents become engaged in learning, education can change habits of parenting and break cycles of deprivation.

The project was structured as a piece of action research designed to explore innovative ways of support needed to give non-traditional learners the confidence to progress. It provides a holistic approach using a blend of informal and formal education, enabling learners to access a preparation year based in the community, which supports progression into both Further education and Higher education institutions.

Participants in the project reported a number of different reasons for returning to education but most were hoping for enhanced skills and qualifications. As the project progressed, the students increased their self-confidence, enjoyment and social gains. They began to see themselves in a different light, as 'not stupid’ after all. All the students showed a desire to progress to the next stage in education.

 This paper examines this evolving research over the 2 years that the project has been running. It maps learners’ progress, highlights the barriers they faced and how the personal and academic support offered by the project enabled them to overcome them.

References

Gorard, S. & Rees, G. (2002). Creating a Learning Society: Learning careers and policies for lifelong learning, Bristol: The Policy Press

Lloyd-Jones, S. (2002) D’you Know What I Mean ? The People and Work Unit: AbergavennyElliott G (2001)

Lifelong Learning: The Politics of the New Learning Environment: Higher Education Policy Series 44