VOCATIONAL PATHWAYS TO HIGHER EDUCATION Julia Wilson Barriers to Level 3 Vocational Study and to progression into Higher Education. Profile of student groups accessing Level 3 vocational study: Mature returners to programme such as Access to H E (Nursing) Mature students entering NVQ vocational programmes School leavers with 5 GCSE’s grade C or above entering L3 National Diploma vocational programmes Young people who have left school with few GCSE’s who have entered vocational courses at Level 1 and Level 2 and progressed up to Level 3 programmes

Main Barriers identified Psychological Lack of belief in own ability to achieve, prior experience in education Financial Pressure to earn, need to find employment, cost of study Personal Family responsibilities. Relationships problems. Lack of social and emotional support. Lack of time, space and resources. Geographical Distance to travel, transport links

Psychological Barriers The psychological barriers identified can often be the result of poor self esteem, lack of faith in their ability to achieve, Students may come from a cultural background where progress into H E is not valued or supported, They may struggle to develop the necessary study skills. Students may have a learning barrier such as dyslexia or a physical impairment which creates difficulty and which requires a high level of motivation and personal effort to overcome. Perception of courses as being gender biased, i.e. childcare is seen as woman’s work, engineering as a male domain.

Ways to support Initial diagnostic testing Additional Support either individually or via drop in workshops Personal tutorial system Peer mentoring Subject tutorial support Study skills bridging programmes Positive gender role models/positive advertising across the gender divide

Financial Barriers Financial barriers can come through pressure to earn and contribute at home. Almost 90% of young people accessing vocational education have part-time jobs. This creates pressure on time for study and completion of assignments. Mature students over 19 years have to pay tuition fees and registration fees. Childcare costs are also a barrier.

Ways to support Access funding for help with tuition and registration costs (means tested family income) Care to Learn – help with childcare costs Travel cost via access funding Crèche facilities within college From September 2004 – Educational Maintenance Allowance (EMA’s) for all 16 year old students

Personal Barriers Family expectations (or lack of) can present a barrier, students may have to overcome parental disapproval to progress into H E. Space to study and resources in the home can also present barriers for students. Personal Barriers – often students have personal difficulties such as relationship difficulties, childcare responsibilities or responsibility for caring for others, these can act as a barrier to progression.

Ways to support Counselling services Mentoring Individual Learning Plans which take into account the students need and work is programmed around these needs Career advice and guidance Personal advisor on site two days per week Parents’ evenings to encourage co-operation between parents and college

Geographical Barriers Students are drawn from a wide geographical area, some of the small villages to the east are poorly served in terms of public transport. Not all students can drive or have access to a car.

Ways to support Travel pass for year olds. Free from County Council for travel within the Nottinghamshire Borders For those outside the borders – they can apply via Student Support Fund for help with Travel costs, subsidised fares, financial help with petrol costs College mini bus picks up in areas where public transport links are poor

Barriers to Level 3 Vocational Study and to progression into Higher Education. The University of Liverpool have been involved in widening participation and overcoming barriers. An exchange visit in 2002, compared the experience of young people from low-income backgrounds in major cities in America with those from low-income backgrounds on Merseyside, there were many similarities in the experience of the two groups. Financial and personal barriers, such as low self esteem and lack of parental aspiration were identified as major barriers.