The National Lifelong Learning Network for Veterinary and Allied professions Barriers to Progression Nia Huws and Liz Taylor

The National Lifelong Learning Network for Veterinary and Allied professions Barriers to Progression What barriers are there for ND learners in terms of progression to HE?What barriers are there for ND learners in terms of progression to HE? What are the student perceptions of barriers to progression?What are the student perceptions of barriers to progression?

The National Lifelong Learning Network for Veterinary and Allied professions Study Aims The main aims were to: Explore learners’ perceptions of barriers to progressionExplore learners’ perceptions of barriers to progression Examine factors which affect learners’ progression aimsExamine factors which affect learners’ progression aims Evaluate the need for amended IAG and/or intervention strategiesEvaluate the need for amended IAG and/or intervention strategies

The National Lifelong Learning Network for Veterinary and Allied professions Research Questions What do level 3 learners perceive to be barriers to progression ?What do level 3 learners perceive to be barriers to progression ? What shapes these perceptions?What shapes these perceptions? –Parental influence –Peer influence –Institutional factors (FEC vs HEI) –Past and current academic performance –Lack of IAG –Practical limitations (e.g. finance, location) –Poor self confidence

The National Lifelong Learning Network for Veterinary and Allied professions Methodology Questionnaires issues to level 3 learners during tutorial slot (standardised procedure)Questionnaires issues to level 3 learners during tutorial slot (standardised procedure) Supported by focus groups in some casesSupported by focus groups in some cases Follow up data to be gathered after 6 months ( January 2009 )Follow up data to be gathered after 6 months ( January 2009 )

The National Lifelong Learning Network for Veterinary and Allied professions Results Areas of interest: Sample profile (descriptive statistics)Sample profile (descriptive statistics) Destination aimsDestination aims Factors affecting progression aimsFactors affecting progression aims

The National Lifelong Learning Network for Veterinary and Allied professions Sample profile 9 institutions9 institutions –5 FEC –4 HEI / FEC Animal and Equine level 3 courses:Animal and Equine level 3 courses: – – Animal Management: 144 – – Horse Management: participants:204 participants: –183 female –21 male Median GCSE grades – –English: C – –Science: C – –Maths : C

The National Lifelong Learning Network for Veterinary and Allied professions Progression Aims of Level 3 learners

The National Lifelong Learning Network for Veterinary and Allied professions Factors affecting decision to go into HE (self-report) Statement Median response I don’t know what else to do 3 I’m interested in the subject and want to learn more 7 It will lead to better career prospects 7 It’s what my parents want me to do 2 It’s what my friends are doing 1

The National Lifelong Learning Network for Veterinary and Allied professions Factors affecting decision not to go into HE (self-report) Statement Median response I haven’t really thought about it as an option 4 I’m not that interested in the subject any more 3 I need to get a job / earn some money 6 I think it will be too difficult 4 I want a break from college 5 My parents don’t want me to 1 None of my friends are doing it 1

The National Lifelong Learning Network for Veterinary and Allied professions Other factors Institutional effectsInstitutional effects Course effectsCourse effects Academic performanceAcademic performance –previous –current –aims

The National Lifelong Learning Network for Veterinary and Allied professions Other factors Institutional effect:Institutional effect: –Significant difference between individual institutions ( p <.01 ) –Over all, no statistical difference between FECs and HEIs, ( p =.16 ns ) Course effect :Course effect : –no difference between animal and equine learners’ aspirations

The National Lifelong Learning Network for Veterinary and Allied professions Other factors Previous Academic performance –No difference in GCSE grades Current academic performanceCurrent academic performance –Learners aiming to progress to HE rated their current performance slightly higher than those not planning to progress ( p <.05 ) Grade aimsGrade aims –Learners aiming to progress to HE were aiming for higher ND grades than those not planning to progress ( p <.01 )

The National Lifelong Learning Network for Veterinary and Allied professions Implications of results to date Learner perceptions of barriers to HE may not match our ownLearner perceptions of barriers to HE may not match our own Some institutions need to provide better IAGSome institutions need to provide better IAG Learners in FE could benefit from interacting with HE students (buddy system?)Learners in FE could benefit from interacting with HE students (buddy system?) Links between FECs and HEIs offering formal progression routes would ease the transition from FE to HELinks between FECs and HEIs offering formal progression routes would ease the transition from FE to HE

The National Lifelong Learning Network for Veterinary and Allied professions IAG and Intervention Strategies Based on the above results, how could institutions improve their IAG and implement intervention strategies to enhance progression?

The National Lifelong Learning Network for Veterinary and Allied professions Barriers to Progression – what next for Vetnet? Destination analysis of current participants in 6 monthDestination analysis of current participants in 6 month Repeat study NationallyRepeat study Nationally Focus groups with undergraduates to close the loopFocus groups with undergraduates to close the loop Include tutor grade predictionsInclude tutor grade predictions

The National Lifelong Learning Network for Veterinary and Allied professions Take home message Progression issues need to be addressed from the learners’ perspective: IAG and intervention strategies will only be effective if they address the learners’ concerns. Progression issues need to be addressed from the learners’ perspective: IAG and intervention strategies will only be effective if they address the learners’ concerns.

The National Lifelong Learning Network for Veterinary and Allied professions Any questions?