1. 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

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

5. Percentage of the population who have no or only level 1 qualifications

6. ‘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. 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 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 Fears and challenges 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

9. Tutors 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. Issues and Concerns 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 1 Do nothing - Leaves the College exposed to lack of growth, especially in light of the statistics concerning demographic shift Option 2 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. 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 Tutor hours/materials @ £50 x 9 hrs for 32 weeks = £14,400 Costs benefit FLUs per student.6 -.8 depending on the STEM weight £2000 – £2720 per student Class of 12 – £24000 - £32000 Ongoing Flus from student progression within college courses

13. Impact of project on SERC 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 A cohort which could ameliorate the loss of students due to the projected 15% downswing in the 16 -20 age group by 2018 Increases collaboration within schools

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

15. Any Questions?