1. Eliminating Barriers to Participation in FE for Adult Returners
Ellie Bradley
Eliminating Barriers to Participation in FE for Adult Returners
“Starting over – moving up”

2. To increase the number of adult learners onto courses within the Downpatrick Campus.
By providing adults with no or low qualifications and/or low self esteem and learning confidence with a recognised educational qualification at level 2, and by providing increased progression opportunities for these students should raise the participation of this marginalised group within college.
To provide a part time course tailored to the particular needs of Adult Returners which will provide them with a stepping stone onto other courses within the college.
To equip the students with the skills to participate in Level 3 vocational courses (e.g. IT, Applied Science, Health and Welfare, Art and Performing Arts) and academic courses (Access to University).
Aim
Scope
Objectives

3. Why this area? Leitch (2006) has reported that data indicates that 70% of those who will comprise the UK workforce in 2020 are already beyond the age of compulsory education.
DEL Programme for Gov Strategy on Rebuilding and Rebalancing the economy
The idea that higher skill levels result in better labour market transitions is broadly in line with human
capital theory: people with low skills are less likely to be in work, keep a job or command a decent
wage (Taylor et al, 2012)
. The shrinking population of those aged 16 – 19, the traditional focus on student recruitment for FE, therefore requires a rethinking of some of the courses provided by FE. The importance of attracting more adult returners to college to make up the short fall is going to become more of a priority for College.
Adult returners typically present with learning confidence issues and poor self-esteem and their presenting qualification status which may hinder, or indeed prevent, their entry onto Level 3 courses their own perceived lack of skills in maths, literacy and ICT.
However
not all those who enquire about Access are ready for the strictures of a level 3 course, equivalent to 3 A levels straight away
some, who enquire about adult courses in the college and are directed towards us, do not want to progress to university.
DEL recognises that in order to implement the Programme for Government aims of rebalancing and rebuilding the economy, providing training and reskilling to the unemployed, the economically inactive and those with low skills is vital if they are not to become detached from the labour market.

4. How research was completed – the information and data used
Focus groups with Adult learners from Access and Pre-Access, and tutors from vocational and academic courses
GIS information on the percentage of the 19 – 55 age population in the area with no, or only level one, qualifications
Secondary data from sources such as ONS, NICEP concerning issues such as
predicted employment skills gaps and the forecasted growth in employment by sector
employment by skill level
multiple deprivation index
Northern Ireland centre for Economic Policy

5. Percentage of the population who have no or only level 1 qualifications
9 wards within our catchment area here in DPK are above the 29% average – highest in the Ballymote is 37% - reflects cycle of deprivation.

6. ‘Low pay’ – ‘no pay’ cycle - Shildrik 2012
This has become known as the low-pay, no-pay cycle (Shildrick et al, 2012).
One recent study estimates nearly 5% of the UK workforce was at risk of cycling between low paid
work and unemployment (Wilson et al, 2013).
The idea that higher skill levels result in better labour market transitions is broadly in line with human
capital theory: people with low skills are less likely to be in work, keep a job or command a decent
wage (Taylor et al, 2012)
‘Low pay’ – ‘no pay’ cycle - Shildrik 2012
Those with low or no skills are more likely to be at risk of low pay, or to cycle between low pay and no pay.

7. Admin services – data collection, storage, processing – legal and language translation services
ICT – programming, system architecture, hardware, connectivity
Manufacturing – engineering, production, design, logistics
Professional and technical – engineering, bio medical etc
Health and social work – care for children but especially care for the elderly – community and hospital based and social care
Construction – rebuild and build infrastructure
Agriculture – especially new technologies around food and horticulture.
Emphasised that a focus on increasing skills and qualification levels without matching the corresponding increase in demand for skills by employers may simply result in people working in jobs they are over-qualified for. Focused vocational sampling choice.

8. Students Fears and challenges
71% of existing Access students wouldn’t be eligible for other Level 3 courses due to low qualification levels
98% of Dpk students had been encouraged to undertake the course by family or friends who had themselves completed Access, or who knew someone who had
Some areas are more represented than other areas and some people known to students wanted the same chance to come back to learn, but didn’t want to go to university
That it would be too hard and they’d have to tell the naysayers they were right – nowhere else to go
Maths concerns, spelling and grammar issues and poor ICT skills
Unwillingness to be a class with younger people and the worry about being the oldest in the class on their own
Having to speak in class in front of people
Pre Access and the 2 year cohort groups – same profile as the targeted group
Previous teachers being right and that they actually were stupid

9. Tutors Issues and Concerns
Taking out Access tutors from the figures, the percentage of AR in classes was approximately 1%
80% would be happy to have adult students in the classroom while the remaining 20% would welcome adult returners as long as it was proven that the academic, study skills, and confidence were at an acceptable level.
The lack of friendship support in young cohorts
Underpinning academic skills numeracy and literacy
ICT use for older students
Lack of confidence
Additional support needed for older students’ family and personal issues

10. Option 2
Option 1
Do nothing - Leaves the College exposed to lack of growth, especially in light of the statistics concerning demographic shift
Plus, this leaves over a quarter of the working age population with less than Level 2 skills no specific targeted course apart from Access.
While this has been a useful adjunct to the School, it misses affording the opportunity to progress for those who maybe are not suitable for entry to the Access to University Course and perhaps adds therefore to the sense of social exclusion and disenfranchisement with education
Implement the existing Pre Access course already piloted on the Downpatrick Campus

11. Option Three
Establish a suite of credits from C&G Employability and C&G Personal and social development Level 2 course
Establish a Level 2 Award in Progression stand alone course from NI OCN
Already have established credit modules within the school, however they don't give a specific vocational block in one qualification to support progression. There may be confusion by staff and employers as it isn't one qualification but two separate ones
This has pre-vocational, sampling, employability and study skills core units and is a QCF qualification which allows for progression onto other courses and for the development of employability skills.
Preferred by tutor Focus Group due to particular vocational units.

12. Costs
Costs benefit
Tutor £50 x 9 hrs for 32 weeks
= £14,400
FLUs per student depending on the STEM weight
£2000 – £2720 per student
Class of 12 – £ £32000
Ongoing Flus from student progression within college courses

13. Impact of project on SERC
A cohort which could ameliorate the loss of students due to the projected 15% downswing in the age group by 2018
Increases collaboration within schools
Meeting a number of Strategic Objectives from CDP
A supported entrance to college for those adult returners marginalised by low qualifications
A progression route through the college – FE to HE
Raised achievement and retention on subsequent courses
contributing to the PSA target of delivering 11,000  qualifications at Level 2 and above and 4,400 Essential Skills qualifications; by providing a skills ready cohort; by increasing by 62 Full Time FE  students (currently 1798 in 2011/2012) living in the five  most deprived parts of SERC’s  catchment area; by widening participation in further education of those living in areas of high deprivation is a priority for government.
Raising standards and skills within the cohort who progress will also have a resulting effect on achievement and retention for further programmes such as the Access to University.
70% of our student body are in the age group the majority of the rest are HE and Access

14. Neglecting the needs of the ‘Learning Poor’ will ensure that the cycle of deprivation continues within the catchment area of our college and will neglect needs of business
Education is a precursor of social justice and participation leads to Learning Communities which is demonstrated to increase the uptake of education by all age groups
learning communities in areas which in turn leads to the engagement in more educational opportunities

15. Any Questions?