Professor Colin Trotman, Dr Lynne Jenkins & Ms Joanna Ward … Jenkins- shortened... · 2013. 3....

Countering Social DisadvantageCountering Social Disadvantage

Professor Colin Trotman, Dr Lynne Jenkins Professor Colin Trotman, Dr Lynne Jenkins & Ms Joanna Ward& Ms Joanna Ward

Department of Adult Continuing EducationDepartment of Adult Continuing Education


There is much debate in the literature surrounding the terms There is much debate in the literature surrounding the terms social disadvantage and social exclusionsocial disadvantage and social exclusione.g. Ferrier & North (2009) define social exclusion as a processe.g. Ferrier & North (2009) define social exclusion as a processand social disadvantage as a state of being and social disadvantage as a state of being They link them by stating that social disadvantage is the They link them by stating that social disadvantage is the outcome of the process of social exclusion outcome of the process of social exclusion In this paper we will use the terms interchangeablyIn this paper we will use the terms interchangeably

Social Disadvantage and Social Exclusion


…… a shorthand label for what can happen when people or a shorthand label for what can happen when people or areas suffer from a combination of linked problems, such as areas suffer from a combination of linked problems, such as unemployment, poor skills, low incomes, poor housing, high unemployment, poor skills, low incomes, poor housing, high crime environments, bad health and family breakdown.crime environments, bad health and family breakdown.These These problems are linked and mutually reinforcing. Social exclusion problems are linked and mutually reinforcing. Social exclusion is an extreme consequence of what happens when people do is an extreme consequence of what happens when people do not get a fair deal throughout their lives and find themselves inot get a fair deal throughout their lives and find themselves in n difficult situations. This pattern of disadvantage can be difficult situations. This pattern of disadvantage can be transmitted from one generation to the next. (Cabinet Office transmitted from one generation to the next. (Cabinet Office Social Exclusion TaskforceSocial Exclusion Taskforce, 2009), 2009)

The UK Social Exclusion Unit’s Definition


The UK Social Exclusion Unit was set up to tackle The UK Social Exclusion Unit was set up to tackle disadvantage and ensure fairness and opportunity disadvantage and ensure fairness and opportunity for all.for all.Despite much activity by the UK government Despite much activity by the UK government since 1997 Social disadvantage is still very since 1997 Social disadvantage is still very much in evidence in the UKmuch in evidence in the UK

Social Disadvantage and Social Exclusion


Education forms an important part in any Education forms an important part in any discussion on social exclusion. discussion on social exclusion. Firstly it can be seen as a very useful indicator Firstly it can be seen as a very useful indicator of Social Exclusion in that poor skills are of Social Exclusion in that poor skills are amongst the plethora of problems affecting amongst the plethora of problems affecting those who are suffering social exclusionthose who are suffering social exclusionSecondly, education can be seen as playing an Secondly, education can be seen as playing an important role in countering social exclusionimportant role in countering social exclusion

The Role of Education


Since devolution in 1999 the Welsh Assembly Government (WAG) hasSince devolution in 1999 the Welsh Assembly Government (WAG) hastaken over many of the functions previously carried out by the Utaken over many of the functions previously carried out by the UK K government including health and educationgovernment including health and educationEarly in its first term of office the WAG set up the CommunitiesEarly in its first term of office the WAG set up the Communities First (CF) First (CF) programme which was programme which was ‘‘... to improve the living conditions and prospects of people in ... to improve the living conditions and prospects of people in the most disadvantaged the most disadvantaged communities across Wales.communities across Wales.’’ (WAG, 2010a)(WAG, 2010a)The programme was launched in 2001 with 142 communities identifiThe programme was launched in 2001 with 142 communities identified as ed as the most deprived wards in the Welsh Index of Multiple deprivatithe most deprived wards in the Welsh Index of Multiple deprivation (WIMD)on (WIMD)In 2005 a further 46 were added In 2005 a further 46 were added –– hence there were 188 CF areashence there were 188 CF areas

The Welsh Context


Despite the various initiatives, poverty and social exclusion arDespite the various initiatives, poverty and social exclusion are still e still much in evidence in Wales,much in evidence in Wales,

-- with low income rates increasing even before the with low income rates increasing even before the current economic recession. (current economic recession. (RowntreeRowntree Foundation, 2009) Foundation, 2009)

-- and with patterns of participation still being highly and with patterns of participation still being highly correlated with sociocorrelated with socio--economic class. (Aldridge et al,2008)economic class. (Aldridge et al,2008)

The Welsh Context


DACE at Swansea University has built on its traditional liberal DACE at Swansea University has built on its traditional liberal adult adult education roots to become one of the leading higher education education roots to become one of the leading higher education community providers in the region. community providers in the region. The primary aim of the Department is to widen access to higher The primary aim of the Department is to widen access to higher education and in so doing counter social disadvantageeducation and in so doing counter social disadvantageDelivers its programmes in 19 out of the 21 surrounding CommunitDelivers its programmes in 19 out of the 21 surrounding Communities ies First areas First areas Offers students a ladder of progression from nonOffers students a ladder of progression from non--accredited taster accredited taster courses to Partcourses to Part--time degree and MA level in the communitytime degree and MA level in the community

The Department of Adult Continuing Education (DACE)


The partThe part--time degree scheme runs on the University campus time degree scheme runs on the University campus and in 15 community venues in all four Unitary Authorities in and in 15 community venues in all four Unitary Authorities in south west Wales. south west Wales. The 6 year scheme which was set up in 1990 has produced The 6 year scheme which was set up in 1990 has produced 400 graduates and is targeted at students who have not had 400 graduates and is targeted at students who have not had the opportunity of studying at Higher Education level before.the opportunity of studying at Higher Education level before.The scheme has an openThe scheme has an open--entry policy and offers students a entry policy and offers students a wide variety of subject areas under an Arts and Humanities wide variety of subject areas under an Arts and Humanities strand, a Social Science Strand and a Sciencestrand, a Social Science Strand and a Science--related strandrelated strand

The BA Humanities Part-time Degree Scheme


Students are taught in a totally supportive learnerStudents are taught in a totally supportive learner--centred centred environment and are given help with:environment and are given help with:-- childcare, funding issues, support for students with disabilitichildcare, funding issues, support for students with disabilities, es, flexible timetable arrangement, negotiated curriculum, educationflexible timetable arrangement, negotiated curriculum, educational al guidance, preparatory programme, extensive study skills adviceguidance, preparatory programme, extensive study skills adviceTutors are selected for their expertise and experience in tutoriTutors are selected for their expertise and experience in tutoring ng adults from many different educational backgrounds adults from many different educational backgrounds All this support means that the scheme has a retention rate of 8All this support means that the scheme has a retention rate of 84%4%

The BA Humanities Part-time Degree Scheme

CounteringCountering Social DisadvantageSocial Disadvantage

In 2005 and 2006 a research project was carried out on the graduIn 2005 and 2006 a research project was carried out on the graduates from ates from the DACE Partthe DACE Part--time degree scheme in order to investigate graduatestime degree scheme in order to investigate graduates’’perceptions of the wider benefits of learningperceptions of the wider benefits of learningIt was a twoIt was a two--stage quantitative and qualitative piece of research which stage quantitative and qualitative piece of research which involved administering 233 questionnaires to PTD graduatesinvolved administering 233 questionnaires to PTD graduates105 (45%) response rate with 69 (30%) agreeing to in105 (45%) response rate with 69 (30%) agreeing to in--depth interviewsdepth interviews

Research on the graduates’ perceptions on the wider benefits of learning


The research found many interesting results which were presentedThe research found many interesting results which were presented in the in the annual FACE Conference 2005annual FACE Conference 2005egeg Students rated the Students rated the ‘‘softersofter’’ outcomes such as increase in selfoutcomes such as increase in self--confidence as a more important outcome from doing the degree thaconfidence as a more important outcome from doing the degree than the n the ‘‘harderharder’’ job related outcomes.job related outcomes.One very important result verified by the qualitative analysis wOne very important result verified by the qualitative analysis was that as that students who studied in the community were more engaged in commustudents who studied in the community were more engaged in community nity matters after graduationmatters after graduationThis would seem to validate the DepartmentThis would seem to validate the Department’’s emphasis of expanding the s emphasis of expanding the programmeprogramme in the communityin the community

Research on the graduates’ perceptions on the wider benefits of learning


In 2009In 2009--2010, in order to mark the twentieth year of the part2010, in order to mark the twentieth year of the part--time time degree degree programmeprogramme, a booklet entitled , a booklet entitled ’’20 years 20 stories20 years 20 stories’’ was was published which presented narratives of twenty individuals who hpublished which presented narratives of twenty individuals who have ave been involved with the PTD scheme been involved with the PTD scheme egeg graduates, students, tutors graduates, students, tutors and community venue partners and community venue partners

The booklet can be found at The booklet can be found at http://http://wwwwww.swansea.swansea/dace//dace/ but a few but a few examples are now highlighted:examples are now highlighted:

Student Narratives


Education can be lifeEducation can be life--changing and has the capacity to counter social changing and has the capacity to counter social exclusionexclusionThis paper has demonstrated how This paper has demonstrated how DACEDACE’’ss motto motto ‘‘Changing lives Changing lives transforming Communitiestransforming Communities’’ works in practiceworks in practiceIn the present economic climate all those involved in widening aIn the present economic climate all those involved in widening access ccess need to be innovative, imaginative and tenacious in protecting aneed to be innovative, imaginative and tenacious in protecting activities ctivities which counter social exclusion which counter social exclusion Widening Access activities to counter social disadvantage can beWidening Access activities to counter social disadvantage can beexpensive but the savings in terms of health and crime costs neeexpensive but the savings in terms of health and crime costs need to d to be taken into account in addition to the massive waste of human be taken into account in addition to the massive waste of human capitalcapital

Changing Lives Transforming Communities


Professor Colin Trotman, Head of the Department of Adult ContinuProfessor Colin Trotman, Head of the Department of Adult Continuing Education ing Education 01792 295786 01792 295786 [email protected]@swansea.ac.uk

Dr Lynne Jenkins, PartDr Lynne Jenkins, Part--time Degree Managertime Degree Manager01792 29593001792 [email protected]@swansea.ac.uk

Ms Joanna Ward, Student Retention and Study Skills CoMs Joanna Ward, Student Retention and Study Skills Co--ordinatorordinator01792 29579301792 [email protected]@swansea.ac.ac.uk

mailto:[email protected]

Professor Colin Trotman, Dr Lynne Jenkins & Ms Joanna Ward … Jenkins- shortened... · 2013. 3....

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