understanding the impact of outreach for disadvantaged adult learners · 2017-03-10 · source:...
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Understanding the impact of outreach for disadvantaged adult learners
2nd March 2017
David Barrett Ben Spratt
Assistant Director Organisational Change Manager
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www.offa.org.uk @OFFA_HESource: UCAS (End of cycle 2016, 18 year olds)
0%
5%
10%
15%
20%
25%
2006 2008 2010 2012 2014 2016
Entr
y r
ate
Year of entry
Entry rate among the most disadvantaged (POLAR3, Q1)
73%
Entry rates: The number of 18 year olds from low participation
neighbourhoods has increased dramatically
19.5%
11.2%
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Mature and Part-time students: The numbers of mature and part-time students has been declining rapidly – by 46% and 61% respectively from 2006-07 to 2015-16
0
50000
100000
150000
200000
250000
300000
350000
400000
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
Num
ber
of
entr
ants
Year of entry
UK domiciled undergraduate mature and part-time entrants in English institutions
Mature (full timeand part time)
Part-time (all ages)
Source: HESA
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Demographic change
550,000
600,000
650,000
700,000
750,000
800,000
2006 2010 2014 2018 2022 2026 2030 2034 2038
Num
ber
of
18 y
ear
old
s in E
ngla
nd
Population projections for 18 year olds in England, 2006-2039a
Source: Office for National Statisticsa Data from 2006-2015 refer to actual population estimates and from 2016 onwards population projections based on 2014.
2024 before 18
year old population
recovers to 2015
levels
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“All institutions have a responsibility to consider how they might work to support
part-time and mature learners”
“[…] you should consider the different barriers mature learners may face in
accessing, succeeding in, and progressing from higher education. If you have
experienced a decline in the number of mature learners applying for higher
education at your institution, you should consider committing some of your access
expenditure to addressing this.”
OFFA Strategic guidance: developing your 2018-19 access agreement
OFFA’s Guidance
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How universities and colleges are responding…
Over the 12 target groups there was a total of:
1,314 high level targets
105 mature
87 HEIs18 FECs
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• adult and community courses
• mature students’ taster sessions and ‘menu’ sessions
• bespoke IAG for Colleges of Further Education and other providers of Access Courses
• specific activities for Access students
• pre-entry (experience) days for mature students
• twilight information sessions on campus
• help from an Applicant Information Officer
• a Summer School for mature learners
What they are doing pre-entry
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• a wider choice of campuses, courses, campus
cultures
• transition programmes
• part-time courses e.g. 1 night/week for 6 years
• foundation years
• flexible study modes and progression routes
• online learning
Range of provision
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• online induction package
• a series of round table events during induction week
• the same access academic and wellbeing support
• mature students bursary
• a suite of activities and support
Student support
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Three key elements:
• Understand: learning from the research of others and contributing to a greater evidence
base, and so improving the guidance that informs the approaches that universities and
colleges take
• Challenge: using an evidence-based approach to more actively challenge and engage
with universities and colleges to make sustained and faster progress
• Champion: raising issues of fair access to a broad audience and sharing and
championing evidence of success and best practice, so informing practice, policy and
investment decisions
OFFA Strategic Plan 2015-2020
OFFA’s strategic approach
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Evidence strategy - aims
• To grow the depth and breadth of shared knowledge in the sector so that
evaluation, research and analysis contribute to improvements in understanding
and outcomes
• To improve the quality of evaluation, research and analysis
• To ensure that evaluation, research and analysis inform improvements in practice
• To demonstrate impact and learning of this approach effectively, for example by
identifying and disseminating good practice.
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• Set focus: Our role is to clearly state the priority areas.
• Ask questions: Our role is to enquire effectively, rather than know all
the answers for a given institution.
• Facilitate activity: Our role is to act as a catalyst for activity that
delivers our aims.
Evidence strategy – our role
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• Collaborative, nuanced and context-
specific
• No ‘one-size-fits-all’ approach
• Evaluation that is scalable and
transferrable
• Sector-level buy-in
OFFA’s approach to evaluation
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Important to OFFA because:
• outreach is a strategic priority
• dramatic declines in the number of adult learners
• adult learners more likely to be from disadvantaged or under-
represented groups
• encourages institutions to evaluate their own practice
• broad scope – geographical, institution type, mode of study
• recognises diversity of adult learners and diversity of the sector
• provides some tools the whole sector can use
Understanding the impact of outreach for disadvantaged adult learners
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Thanks for listening…