SYMPOSIUM

Adult Learner Pathways to Tertiary Education

Southbank Campus, Griffith University

Wednesday, 25 August 2010

“An educational system must be judged by the opportunities it provides for its citizens, how these opportunities are distributed and the way they support social mobility. An educational system must also be judged by the extent to which it engages its citizens in learning, particularly the most socially disadvantaged, so they can take advantage of these opportunities.”

Speech to National Centre for Student Equity in Higher Education forum, UniSA, by Dr Leesa Wheelahan (2009)

IntroductionMary Kelly

Equity Director, QUT

Project OverviewSuzanne Wilkinson

Principal AdvisorStudent Equity Services

Griffith University

TAFE partners• BNIT• TAFE Open

Learning• SBIT• MSIT• GCIT

THE PROJECT

Senior Secondary College partners

• Coorparoo Secondary College

• Kingston College• Eagleby Learning Centre

Queensland University of Technology

Griffith University

DET

Students• 1054 - Sem 2,

2009• 1414 - Sem1,

2010• 1304 - Sem 2,

2010

DEEWR

NCSEHE

$1.154

M

School vs Adult Learner… not a ‘one-size, fits all’ approach

School to University (linear, uni as a fixed destination, consistent approach to transition support):

TAFE/SS College to Uni (more fluid, ‘going back & going forward’, more complex transition support?):

School retention Year 12 Transition Uni

School exit Re/entryATP/Ext Snr & other life

priorities

Reconstruction of identity & learning with

reengagement in education

Uni

It can work - Logan Tertiary Access ProgramLongitudinal data (1989-2004):

…a 93% average success rate in transitioning to UniversityFeatures:• Encouragement and affirmation• Improved educational attainment• Preparation – academic, careers, disciplinary links • Access – pathways, financial assistance etc • Social connection and relationships• Joined-up services• Flexibility and customisation

…increased confidence, self-esteem & self-direction

Educational Outreach Good PracticeAssembling resources

Engaging learners

Working together

Building confidence

People-rich Recognition of difference

Collaboration Communication and information

Financial support and/or incentives

Enhanced academic curriculum

Cohort-based Familiarisation/ site experiences

Early, long-term, sustained

Research-driven

The Design and Evaluation Matrix for Outreach (DEMO), Gale et al. (2010)

Key project activities and outputs...Project establishment (2009):

project reference & management groups partnership statement and project operational plan project staff recruitment (3) consultation with key stakeholders community awareness campaign project website (www.bridgetostudy.com.au)

Adult learner support (Semester 2, 2009 - ongoing): presentations (awareness) bursaries (affordability) student ambassadors & mentoring (aspirations) careers support – careers workshops, hotline, counselling, Future Options Cafes (aspirations) institutional learning support allocations (achievement) student referrals –admissions etc (access)

Research (2010/2011): literature review adult learner survey/focus groups/DET & EQ data/other collaborative process (NCSEHE)

Preliminary FindingsSandie BridglandProject Manager

Adult Learner Social Inclusion Project

346 adult learners participated (25%) Ages ranged from 16 – 71 years with Half aged 16 – 22 years 59% females & 41% males

Survey Demographics

5% refugees 12% NESB 2% Indigenous Australians 12% students with a disability 7% sole parents

Equity Groups represented

• 32% had completed Year 10

• 21% had completed Year 11 and

• 21% had completed Year 12

• Total of 73% completed Years 10, 11 or 12

• 13% had completed an Apprenticeship or TAFE Certificate or Diploma

Prior education levels achieved

• 86% had individual income, of these 53% earned under $30,000 in 2008/09

• 58% receive income support

• 40% have difficulty paying fees

• 9% have no home internet

• 48% first in family to commence TAFE/VET

• 46% would be first in family to go to uni

Low SES indicators

• Get into university, 81%

• Desire for personal accomplishment, 57%

• Get my Year 12 Certificate, 49%

• Prove I can do it, 42%

• Develop new job skills, 40%

Top 5 motivations for enrolment

Feelings before starting the program Disagree Neutral Agree

I was excited and positive about learning again 5.8% 16.2% 78.1%

I was nervous and worried about whether I had made the right decision

37.3% 21.1% 41.6%

I was prepared for the challenge of studying 6.1% 20.8% 73.1%

I was excited to meet new people 9.0% 36.4% 54.7%

Attitudes about returning to study

Attitude towards education in general Disagree Neutral Agree

I have a positive attitude towards learning 2.9% 11.0% 86.1%

I had a bad experience of learning at high school

20.8% 17.3% 61.9%

I don't like to study 53.5% 29.2% 17.4%

Attitudes about education in general

Adjustment to the TAFE/Secondary College and the Program Disagree Neutral Agree

I feel that I am adjusting/have adjusted well to being a student again 5.2% 19.9% 74.8%

I feel that I fit in well in the program 3.5% 23.1% 73.4%

I am making/have made friends in the program 7.8% 22.8% 69.4%

I am pleased that I enrolled in to this program 1.2% 7.2% 91.7%

I am managing my time well 20.0% 31.5% 48.6%

I am adjusting to study demands 11.3% 24.3% 64.5%

I am anxious about failing 18.2% 22.3% 59.6%

Adjusting to study

Expectations about the program Disagree Neutral Agree

The program is easier than I expected 28.6% 48.3% 23.1%

The amount of work I have to do is more than I expected 25.7% 38.7% 35.5%

The amount of time I need to spend on study is more than I expected 24.6% 33.2% 42.2%

The program is more enjoyable than I expected (it's better than school) 4.1% 21.7% 74.3%

Overall, the program has met my expectations 2.6% 20.2% 77.2%

Expectations

Coursework engagement Disagree Neutral Agree

I am enjoying what I'm learning 2.3% 15.3% 82.3%

I find it difficult to get myself motivated to study 38.7% 26.6% 34.6%

I read the suggested material in preparation for class 11.8% 32.1% 56.1%

I have a strong desire to do well in this program 1.2% 6.4% 92.5%

I feel comfortable asking questions in class 11.6% 22.3% 66.2%

My classmates seem to find the program a lot easier than I do 34.9% 44.5% 20.6%

“They boost my confidence as a person by showing me a little respect, so they get the same back.” “More like a mentor and a friend, when I am feeling stressed and they are very understanding.” “They are interested in the ways that life experiences have affected your educational abilities and attempt to guide you through this new process.”

Teacher support

Personal issues during the program Not an Issue

Slightly/ Somewhat

an Issue

Large/ Extreme

IssueNot smart enough (54.6%) 45.4% 42.8% 11.8%

Not confident enough (65.4%) 34.7% 48.0% 17.4%

Lack of motivation (63.5%) 36.4% 44.2% 19.3%

Lack of family/ friend/ partner support (32.1%) 67.9% 23.7% 8.4%

Struggle with studying (66.5%) 33.5% 51.7% 14.8%

Struggle with using computers (26.3%) 73.7% 21.1% 5.2%

Struggle with using the internet (18.4%) 81.5% 15.3% 3.1%

Struggle with maths (53.5%) 46.5% 36.4% 17.1%

Struggle with reading and writing (33.5%) 66.5% 27.1% 6.4%

Project activities Totals$250 Encouragement Bursary (annual) 293 so far

Learning Support funds to each partner institution $20,000 pa

• Project Officer Presentations on topics such as admissions, scholarships, Centrelink benefits, budgeting, uni myth-busting, HECS fees, support services)

• Student Ambassador Uni Life Presentations• Futures Cafes – course info and questions answered• Career Counselling (1 on 1)• Careers Exploration Workshops• QTAC Presentations• Awareness of Tertiary Events • Project Website

74

4615

50 approx. 5

1 for EQ partners

Other activities Community awareness raising Staff awareness raising Practitioner networking Project activity planning sessions

“The fact that people come from the universities is extremely helpful.”

“The additional learning support classes are great. We can chat to get clear on subject content or get feedback on assignments.”

“Helped me to understand prerequisites and understand responses from the unis.”

“The teachers bring in people from the universities and QTAC to discuss the options we have.”

“They help a lot with financial issues.”

Student Feedback from Survey 1 - Project activities

“I like the feeling that I am getting somewhere academically, when I get a good result in something I feel good all week and my family and partner are proud of me, not sure if this is relevant but my eyes watered as I typed the part about my family being proud of me.”

“I love the teachers and how they’re so laid back and it is so easy to ask questions. They teach you to their very best ability and you can tell how much they love doing what they are doing, which makes you love it even more.”

Student Feedback from Survey 1 – Learning experiences

The 2 generic pathways (ATP and Ext Snr) are of good quality and are reasonably accessible with mostly satisfied clients

Supply vs demandGreater than 50% are LSESLearning support needsPublic policy issues

Preliminary findings and policy issues

PanelPam Lyon – Gold Coast Institute of TAFEHelen Wilkie – Southbank Institute of TechnologyCon Kontos – Coorparoo Secondary College

An adult learner perspective

Karin Jansma Student & Student Ambassador

Griffith University

Questions

www.bridgetostudy.com.au