The HE in FE culture and experience for students Denise Robinson and Penny Noel University of Huddersfield HUDCETT HE in FE culture and experience: a partnership perspective, Warwick, 30th - 31st March 2009

2 Diversity in the HE student population Over the past 20 years our student population has become large and diverse. The idea of a single experience or set of expectations has no meaning … Large numbers of students work long hours in paid jobs, study off-campus or in the workplace … A greater variety of types of students has inevitably increased the range of expectations – students with caring responsibilities, students who are less well prepared academically, less able, or less independent as learners (Ramsden, 2008, pp. 2-3)

Diversity and HE in FE FE has shown itself effective in supporting the widening participation agenda Diversity in HE student populations is perhaps most marked within FE ‘Non-traditional students of the wider HE sector’ have been described as ‘the traditional students of the FE sector’ (Cristofoli & Watts, 2006, p.62) Focus today upon HE in FE students from Foundation degree provision and trainees from initial teacher training (ITT)

Policy Shifts of HE in FE Growth in the shadows: Pre (LEAs) and post 1988 (Polys); early 90s – fees only growth- expansion for Polys in FECs Emerging into the sunshine – 1995 (HEFCE); Dearing (1997) On the uplands of HE? Employability, vocational and WP. Post 2003 – University Challenge; FE validation of FDs; vocational degrees?

Introduction of FDs HNs- said to be outmoded and a new focus on the employability aspect of Foundation Degrees and the close development between the theory/vocational elements and the involvement of employers were all said to make this a qualification that would replace the old HNDs and HNCs with a fresh outlook and greater relevance Widening Participation issue was high on the agenda

FDs – the conundrum: reinforcing the divide or widening participation? We regard it as crucial that the foundation degree is established as a credible and attractive option to a wide range of students lest it reinforce the concentration of students from disadvantaged backgrounds in a narrow group of institutions, including FE colleges. (LSDA, 2003, p.4)

Perceptions of FD Students Not a research into role and agency; an element in the study of HE in FE from a critical perspective A difference between younger and ‘more mature’ students emerged

Perceptions of FD students Perception of the role and purpose of a Foundation degree Confidence Prestige of a University course Transformational element?

Perceptions - summary PerceptionsOlder students (+ 25) Younger students Purpose of FDValued-work & recognised. But - scepticism? A requirement for jobs (potential) ConfidenceLack of confidenceNo doubt Prestige HEI v. FEC HEI perceived to have higher prestige Transformational opportunity of FD Yes – as an additionYes – as an expectation

Widening participation?...the social composition of our universities remain remarkably unchanged. Life inequalities are indeed maintained in higher education (Copland, 2008, p.6)

An illustrative HE in FE student cohort profile: PCET ITT trainees Progress towards a qualified FE sector workforce: In % f/t and 83.5% p/t FE teachers were qualified or enrolled on a teaching qualification (LLUK, 2008) ACL and WBL staff data is less clear; it appears many WBL staff remain unqualified to teach (Jones, 2007; Pye Tait, 2007) A consequence of reform has been a change in the profile of in-service trainees more recently entering PCET teacher training programmes

The HUDCETT analysis undertaken Consortium trainee data from 2,737 application forms for the p/t in service Cert Ed/PGCE for the years to were analysed using SPSS software Key finding: There has been a considerable shift in the balance of trainees away from FE college staff, with over half the intake working elsewhere (53.3%) This shows a decrease from across the Consortium of over 20% in FE college trainee numbers

Classification of trainee key employers ( to )

Literacy, numeracy and teaching experience Despite an increase in trainees with entry qualifications at L2 or above in literacy and/or numeracy in , still significant proportions without:  almost a quarter had no literacy or similar qualification  over a third had no numeracy or similar qualification  22% had neither An increase in younger trainees and those very new to teaching – though more experienced and older trainees continue to enrol

Summary of findings The research identified :  A shift away from the dominance of FE college trainees  A marked increase in those who are younger and less  experienced (alongside very experienced colleagues)  Significant numbers of trainees who will struggle with the academic demands of the course Earlier research had found that trainees not working in an FE college were almost twice as likely to consider leaving the course (Noel, 2004)

A differentiated approach ITT must seek to address the needs of, and ensure relevance for, increasingly disparate groups - one size will not comfortably fit all Teacher education emphasises the importance of differentiation in trainee practice. Changes in trainee profiles require that teacher education itself unambiguously model this approach, addressing:  teaching context  teaching experience  level of personal skill

Breakout sessions The diverse profile of HE in FE studentsChancellors 1 Structure in supporting mentoringChancellors 2 Staff development for research and scholarly activity and improving the student experience Arts Centre Cinema HE students in FE colleges, a university culture?Social Studies 0.17 FECs & HEIs offering a joined up CPD portfolio? Social Studies 0.18 Effective HE in FE student representationChancellors 3