Widening Participation in Higher Education

Professor Denise McAlister

University of Ulster

Targets

Outcome for the Targets Group

“A prioritised list of the under represented groups to be targeted by the Widening Participation Regional Strategy together with a range of time related goals for participation rates for each group.”

Considerations and work of the group to date have included:

Statistical analysis of HE participation in Northern Ireland

Specific areas explored to date have included:• Socio-economic classification• Deprivation• Religion• Ethnicity• Age• Disability• Geographical location of HE participation

Considerations and work of the group to date have included:

Rationale for targeting WP resources and activity needs to consider:

• Targeting resources for maximum impact

• Focussing on those groups where there are low rates of HE participation

• How WP activities can best work together to support HE learner progression

• Developing the monitoring and data capacity to support the regional WP framework.

Emerging Questions and Issues Are there missing target groupings from the areas

listed? How specified do the target groupings need to be for

operational purposes? How important is it to frame any final numerical targets

against, for example, changing demographics and changes in HE?

What other factors or issues should the group consider in its future work?

How might success be measured?

Deirdre GillespieDepartment of Education

Aspiration and Attainment Solutions

Key Barriers to Attainment & Aspirations

DISPOSITIONAL

INSTITUTIONAL

FINANCIAL

OTHER

INFORMATIONAL

SITUATIONAL

BARRIERS

Institutional

Situational Barriers Poor Levels of Attainment

Literacy/Numeracy difficulties

Peer pressure and cultural norms

Reluctance to leave geographical and other ‘comfort zones’

Physical access – rural access /public transport infrastructure

Challenges for Adult Returners (Family responsibilities, working patterns, lack of time, benefit entitlement)

Dispositional Barriers Low self-esteem

Lack of confidence, motivation & fear of failure

Poor past educational experiences

Resistance to learning

No tangible rewards

Alienation from family

Unstable home circumstances

Outdated perceptions of the educational sector

Attitudes related to social class or gender roles

Lack of suitable role models.

Institutional Barriers Lack of articulated

progression routes

Irrelevant/inflexible curriculum

Mode of provision

Inflexible entrance requirements

Meritocratic application and admissions systems

Intimidating facilities/buildings

Stigmatisation

Informational Barriers

Poor access to high quality careers education provision

Poor quality pre-entry information, advice and guidance

Lack of awareness of benefits of further and higher education

Lack of access to prospectus material due to low levels of literacy & numeracy

Financial Barriers Costs – direct, indirect

(transport and child-care)

Opportunity costs of forgone income

Debt aversion – need to develop financial literacy

Limited discretionary grants

Other Barriers

Lack of awareness of the needs of targeted groups

Integrated multi-agency approach

Employer support

Key Question

What could help learners overcome these barriers in order to achieve their full potential and consider the relevant progression opportunities?

Moving Forward

Early InterventionHigh Quality Teaching & LearningRelevant & Affirming CurriculumStructured Learning Support Linking with Key Partners

Raising ExpectationsBroadening HorizonsLevel of AchievementClear Progression PathwaysInformation, Advice & Guidance

ATTAINMENT

ASPIRATION

Wilma FeeQueen’s University

BelfastEnhancing Recruitment and Selection

Two Guiding PrinciplesWidening Participation is not about lowering standards

Higher Education provision Northern Ireland covers University, University College and Regional Colleges

Focus of GroupEvaluating Methods of Recruitment

Evaluating Methods of Selection

Identifying Parameters for Enhancement

Measuring Impact

CONTEXT - Infrastructure Swartz Report (2004) National Student Forum (2008) IUSS Select Committee Report - Students and

Universities (2009) Unleashing Aspirations: Report on Fair Access to the

Professions (2009) Role of Supporting Professionalism in Admissions

(SPA)

CONTEXT – Regional

Is there a problem?

If so, where does it lie?

Solutions need to be target-focussed

Solutions need to be measurable

Identifying Targets

Overlap Work of Targets Group

Assumption: SECs 5-7Male Protestant Youth

Disability

Adult Returners

Work-based Learners

Enhancing Recruitment

Raising Aspirations – Targeted ActivitiesQueen’s - Discovering Queen’s

University of Ulster - Step Up

Realising Opportunities Project – HEFCE-funded13 research intensive universities

Compact Schemes

Texas 10%

Role of careers, information advice and guidance

Enhancing SelectionAre there qualifications barriers?

• Statistical evidence e.g. 14.7% progress to HE from Secondary

Schools

74.2% progress to HE from Grammar Schools

How are these to be addressed?• Adjustment period• Contextual Data• Selection using non-cognitive processes (SATs mini interviews)• Vocational Qualifications• Qualifications and Credit Framework• APEL

Issues or Questions

1. Widening Participation is not about lowering standards of entry. What are the barriers for more inclusive recruitment and selection for target groups?

2. Are there interventions at stages not being optimized?a) Primary

b) Post-Primary

c) Post-16

d) Adult Learning

e) Work-based learning

3. What should the role of employers be in supporting training and education opportunities for progression to HE?

Issues or Questions (continued)4. Is there a shared view that contextual data should be adopted in the

areas of:• Hard data supplied by DEL/DE• Soft data in applications

How does this relate to Section 75?

5. Should alternative access routes to HE be enhanced?• Access programmes• New routes for disengaged youth (NEET)• Foundation Degrees• Other

6. Should quotas be set for participation levels in HE (as in the Republic of Ireland)?

Dr Damian O’KaneUniversity of Ulster

Improving Retention and Progression

Membership of Group Suzanne Gray Belfast Metropolitan College Heather Laird Open University Joan McCombe St Mary’s University College Dorothy Mclwee North-West Regional College Dr Damian O’Kane University of Ulster Professor Colin Trotman DACE, Swansea University Paul Walsh South-Eastern Regional

College

DEL: Kieran Mannion; Peter Martin; Thomas Coyle

Terms of Reference To identify those groups who are least likely to be retained,

progress and achieve Higher Education qualifications

To identify the possible barriers to completion among the target groups

To identify ways in which the target groups can be supported to successfully complete Higher Education programmes

To provide guidance on a regional approach to the improvement of retention, progression and completion among the target groups

To identify those groups who are least likely to be retained, progress and achieve Higher Education qualifications

Lower Socio-Economic Class (SEC)

Gender - Males

Disability - Likelihood increases with year of course

Age - Adult Learners

Religion – Catholics

Are there other groups/sub-groups that we should be considering?

To identify the possible barriers to completion among the target groups (Personal, Social, Academic interaction)

Financial

Parental Education

Subject Studied – STEM Subjects higher drop-out

Qualification on Entry – Misalignment of teaching strategies

Pre-Entry preparation – inadequate info, Interest in subject

Post Entry Support – Social and Academic Integration

What barriers are there to completion among the target groups?

To identify ways in which the target groups can be supported to successfully complete Higher Education programmes

What can Government do? Policies

Target Setting

Funding

What can HE/FE Institutions do?

Academic & Pastoral Support

What can other stakeholders do?

Schools

Careers Service

Community Organisations

How do we improve retention and progression among the target groups?

Post Entry Support – Social and Academic Integra

Specific Issues for Consultation

(1) Are there other groups/sub-groups that we should be considering?

(2) What barriers are there to completion among the target groups?

(3) How do we improve retention and progression among the target groups?

What can Government do?

What can HE/FE Institutions do?

What can other stakeholders do?

Widening Participation in Higher Education

If you have any further comments please contact the Widening

Participation team on 028 9025 7745