Inclusiveness in Training & Education

AccessSucess_ahead.ie


Students from Low Socio Economic backgrounds in Irish Higher Education:

Designing a teaching and learning strategy

Case Study

“What is needed to transform these students is for faculty, administrators, and counsellors to fully engage in the validation of students and to recognize that not all students can be expected to learn or to get involved in institutional life in the same way. Diversity in nature is strength. So is diversity among college students. The challenge is how to harness that strength, and how to unleash the creativity and exuberance for learning that is present in all students who feel free to learn, free to be who they are, and validated for what they know and believe”,(Laura L Rendon 1994).

Laura Rendon refers to a changing landscape in Higher Education in the US as far back as 1994. In 2014, Ireland’s Higher Education student is quite different to the Traditional Higher Education Student Elite of the past. For Ireland, there has been an enormous expansion over the last decade, opening up higher education to groups of young students from non traditional socioeconomic backgrounds, international and mature students who would not have previously considered doing a Higher Education Course e.g. degree.

‘The merit of such (inclusive ) schools is not only that they are capable of providing quality education to all children; their establishment is a crucial step in helping to change discriminatory attitudes, in creating welcoming communities and in developing an inclusive society. A change in social perspective is imperative…’, (Unesco, n.d.) (Salamanca Statement, Unesco, P 6-7).

My case study focuses on a specific group- Students from disadvantaged backgrounds. These students belong to a group that is under-represented in higher education based on the occupation and employment status of their parent(s) or guardian(s). Under-represented socio-economic groups are non-manual workers, semi-skilled and unskilled manual workers and agricultural workers.

More than 20% of those who entered higher education in 2010 were either mature students, or had come from further education with FETAC qualifications. A small number of students were admitted with alternative entry requirements, under the HEAR and DARE schemes for students from disadvantaged backgrounds and students with disabilities. Contextual factors such as special educational needs, educational history, home circumstances etc. were taken into account in considering their applications (www.accesscollege.ie, n.d.) As educators, we are aware of several initiatives are taking place locally indicating a range of responses from community education to further education to third level. Programmes such as BITE (Ballymun initiative for Third level education, Hear and Dare programmes have proven highly successful, however, from my own experience in working with the BITE initiative I have worked with students from disadvantaged backgrounds and low socio-economic backgrounds whom continue to meet barriers, lack of direction and information, in a number of areas that require supports and attention of Third Level organisations and HEI’s nationwide. An example of the Access programmes are:

HEAR Programme i.e. Higher Education Access Route:

HEAR is a college and university admissions scheme for school leavers from socio-economically disadvantaged backgrounds. Eligible students compete for a quota of reduced points places in the colleges that run HEAR. Students who get a college or university place through HEAR also get a range of personal, academic and social supports while they are studying at third level. HEAR is for school leavers under the age of 23 as of January 1, 2013 who have completed an Irish Leaving Certificate. HEAR applicants must meet a range of financial, social and cultural indicators to be considered for a reduced points place and extra college support.

Extra supports provided by colleges that support the HEAR Programme include:

·         An Orientation Programme to introduce you to university

·         Extra tuition if required, study skills, exam preparation.

·         One to one meetings with student advisors.

·         Social gatherings/mentoring.

·         Extra financial assistance when available/advice regarding grants and scholarships.

DARE Programme: Disability Access Route to Education:

The Disability Access Route to Education (DARE) is a college and university admissions scheme which offers places on a reduced points basis to school leavers under 23 years old with disabilities who have completed an Irish Leaving Certificate. DARE has been set up by a number of colleges and universities as evidence shows that disability can have a negative effect on how well a student does at school and whether they go on to college. DARE is for school leavers who have the ability to benefit from and succeed in higher education but who may not be able to meet the points for their preferred course due to the impact of their disability.

TAP Programme: Trinity Access Programme: (http://www.tcd.ie/Trinity_Access/about/, n.d.)

Since 1993, the Trinity Access Programmes (TAP) have formed a central part of Trinity’s plan to encourage young adults, adults and ethnic minority students who come from socio-economic groups under-represented in higher education, to go to university. Students from a socio-economic group, ethnic minority or Traveller community where few people have the opportunity to go to college, can be helped by TAP. TAP provides a range of supports to students, families and communities enabling them to identify and fulfill their educational goals.  

AHEAD: (www.accesscollege.ie, n.d.) (Anon., n.d.)

Association for Higher Education Access and Disability is an independent non-profit organisation working to promote full access to and participation in further and higher education for students with disabilities and to enhance their employment prospects on graduation. AHEAD provides information to students and graduates with disabilities, teachers, guidance counselors and parents on disability issues in education. AHEAD works with graduates and employers through the GET AHEAD Graduate Forum and the WAM Mentored Work Placement Programme. AHEAD coordinates LINK an Erasmus funded network of organisations promoting the inclusion of students & graduates with disabilities within the EU.

BITE: Ballymun Initiative for Third Level Education: (http://www.biteballymun.com/, n.d.)

BITE was established in 1989 to increase the number of young people from Ballymun schools going to Third Level Education.

BITE co-ordinate a programme of activities and supports to assist students to explore their education options, reach their highest academic potential and apply for university access and financial supports.

The BITE Management Committee is comprised of twelve representatives from the following groups: Trinity Comprehensive School, Ballymun Whitehall Area Partnership, Dublin City University Access Service, St. Patrick's College Access Service, DCU in the Community, Ballymun Community Law Centre and BITE Alumni. BITE have supported over 400 students progress to third level and further education courses.

A more recent focus group I participated in recent weeks with a group of BITE leaving certificate students represented the concerns, anxiety and fear of not completing higher education, as well as social inequalities concerning students when making the transition from their familiar second level education to third level campuses i.e. ‘Fitting –in’ and being accepted by their class peers despite their social and low financial backgrounds, some of which are the first generation of their family to consider third level education as an option.  The HEA (HEA, 2005) points out that students coming from low income backgrounds have lower participation in third level institutions.  Social inequalities in access to higher education were actually greater in 1998, than in the early 1980’s despite the abolishment of fees in 1996 ((2003), n.d.).

Entrants to further and third level are not equal. Students from this specific group discussed how they expect third level to support their claims to seek out and nurture talent, providing alternative paths to education. The current third level system demonstrates the wide gaps between community education, further education and third level higher education. At community level, access to third level higher education courses for students from disadvantages area is mainly through community schemes or access schemes. The perception for them is that Higher Education third level is the more ‘proper’ education to obtain and that courses of lesser accreditation such as plc courses are seen in their community as courses for less intelligent students in the community. Issues of inequality and access to education need to be addressed to balance advantage and equal opportunities for learning.   In looking at lifelong learning and equal access, we must look at important ideological issues and practical issues that relate to inequality. During the boom years- the Celtic Tiger years, many policy changes and access initiatives made a positive impact. Despite this there remains a large gap between those who access education and those who can’t.

O’Connell, Clancy and Mc Coy (2006) write that although there has been continued expansion in access to higher education since the 1960’s, it hasn’t benefited all groups in society and there are deep rooted social inequalities in participation which highlight substantial disparities in participation in higher education despite the continuous development of policies and initiatives.  Also in reading Smyth (1999), it sis discussed that while there has been an increase in participation since 1979, the gap between working class students and professional who complete their leaving certificate hasn’t changed to a great extent. There are numerous barriers to third education, and there is plenty of documentation on them. The group I am looking at for this case study is non-traditional students from disadvantaged backgrounds and the access routes available to them that assist and support their access and inclusion in Higher Level Education. The National Plan for Equity of Access to Higher Education (2008-2013) suggests that ‘success has been more limited in improving educational outcomes for people from areas where we find concentrations of poverty and disadvantage’  and highlights the continuing low numbers of lower socio-economic groups in higher education and continuing spatial disadvantage . (Education, 2008)

Early work by Drudy and Lynch (1993) (Drudy, 1993) on differential participation patterns, points to the long term effects of inequality as one of the main reasons for performance levels as early back as primary level. There is strong evidence that suggests that students from disadvantaged backgrounds have negative experiences of the education system than those who not come from the same background (Clancy, 2001) . Baker et al. (2004: 145) state that “Given the competitive contexts in which educational goods are distributed and the feasibility of using economic capital to buy educationally relevant social and cultural capital, it is evident that those who are best resourced economically are best placed to succeed educationally” (Baker, 2004).

I believe all entrants into further and third level are not equal. Students from BITE focus group recently expressed to me during a focus group that they are anxious as newcomers into higher education that the third level institutions honour their responsibility to provide the access and supports they claim too, while seeking out and nurturing their students talent. Educators who work in the community sector including my own community of practice acknowledge that the initial steps to education for students from disadvantaged areas are usually though community programmes and access schemes. For students, they feel the third level courses are perceives as ‘proper’ courses whereas lesser courses such as plc are perceived among their peers as average courses not respected by their peers, and seen as courses for those of lesser intelligence. It is felt that higher education is out of reach for many due to the financial requirements and the CAO points system.  During their senior cycle studies, students (advised by their parents and teachers) will do everything possible to optimise their potential points. The increasing practice by those who can financially afford it, of paying for private tuition during their final year in school, further disadvantages students from lower socio-economic backgrounds who are not in a position to do so. Community funds are used to facilitate study classes, motivational sessions, grinds and other supports required to assist students to reach their leaving certificate goals. Funding for grinds has become a matter of controversy in recent months due to the higher math’s and science courses being withdrawn from schools in the area due to budget cuts. This is an example of an existing barrier in place currently for students from disadvantaged backgrounds who would have previously desired to attend courses such as medicine, health, pharmaceutical etc and can no longer due to the withdrawal of the honour subjects from their school.

In schools with a high concentration of students from lower socio-economic backgrounds (e.g. DEIS schools), overall examination results are generally poorer than in schools where there is a broader social mix of students. This can be due to the fact that such schools have a higher proportion of students with literacy and numeracy problems; that student motivation may be lower and that the expectations of parents and teachers might be more limited. These factors may also be exacerbated by the fact that schools in less advantaged areas sometimes offer fewer Leaving Certificate subjects at higher level, especially in the area of Maths and Science. In addition, students from lower socio-economic groups are less likely to be in a position to pay for additional out-of-school coaching or grinds, which can enhance a student’s

confidence and their performance in the Leaving Certificate examination. (E. Smyth, n.d.)

Teaching and Learning Strategy:

Financial/economic inequalities play a major part of inequality of outcomes in education. Education status is required even more for the current labour market, and has become more of a basic requirement to access employment. Policy and funding in the recession is directed at unemployed and candidates for training/up skilling. While necessary, it is taking away resources and funding required for assisting those trying to access third level education that already feel excluded or meet barriers that require support as budget are community schemes have funding being cut. Harvard University recently funded a new grant rather than student loan programme, and made this fund available to newcomers and non traditional students to the college who require the additional supports to help them cope with the financial incremental required for college such as travel, books, etc.

As educators in this ever changing HE environment, we are morally required to encourage and support access initiatives that explore ways in which third level sector and communities can come together to combine community, further education and third level can collaborate, encourage joined up thinking, and integrate processes/shared understandings. This would reduce the barriers and obstacles in place for specific groups such as students from disadvantaged backgrounds and reduce inequality across the board.

During Introduction stages for myself, I would like to introduce before going starting each class an introduction where I would take the opportunity to discuss my own strategy and support structures in place for which I commit to. I believe in practice it’s better than 2-5 minutes spent on this at the start of each class makes for a more open and enjoyable experience, where students can feel that they can seek assistance if troubles or conflicted at any point.

This support is available to any student in any of my classes be that discussion forum, email for slides, announcement to contact me or speak with me directly at end of class or in private for extra supports where needed, Information on college services such as:

·         I would aim to set up an online discussion room for students to meet and socialise pre-entry.

·         Provide information on college facilities such as Student services, the student welfare officer and Access office should anyone need to refer to them.

·         Education supports such as one to one before exams or assignment submission dates.

·         Study skills coaching – these include reviewing notes, revising and involves use of many other skills.

·         Information on the Financial aids to cope with financial requirements of third level.

·         ‘Buddying’, or peer mentoring schemes link more senior students with new entrants and provide them with a friendly, informal support network.  

·         Time management this is intended to enable the student to set goals, plan and maximise their time and to use their study skills well.

·         Essay writing involves applying a number of skills e.g., time management, research, planning, and note taking, to specific assignments

·         Familiarise new students with the language and culture of the subject area (Northedge, 2003) – think of 10 discipline-specific words I would like my students to understand in their first 6 weeks

·         Research skills where to research, how to access different sources, how to identify relevant sections, sources.

·         Students also benefit when they are able to support each other in their academic study through the development of learning communities.  Assessment and feedback practices can help to engender social integration and the development of learning communities for example: (http://www.qub.ie/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/AssessmentFeedback/Goodassessmentandfeedbackpractice/Createlearningcommunities/, n.d.):

• ·         Group projects
• ·         Online discussion forums
• ·         Sharing feedback
• ·         Discussing assessment criteria
• ·         Student mentors

 Technology aids assisting inclusiveness in my teaching and learning strategy:

·         Inspiration software is an organisational and study skills tool to help construct assignments and assist with planning. It is also an aid to revision. It is particularly useful for dyslexic students but can also be a useful planning and decision-making tool for all computers. This would assist students who in particular work while studying to assist in managing research or course work required to be done outside of classroom hours.

·         Slideshare is a great online facility where slides can be shared of my class and then students can add to the slides or comment on the slides.

·         Twitter provides a great platform for learner networks or links to be made available especially from authorities in the subject industry.

·         Discussion forums/ Wordpress/Blogs allow for shared and collaborative work to take place among more than one. Blogs allow for reflection and feedback in an authentic environment that is open to students and staff.

·         Ensuring during notes delivery that my own slides and notes provide for ease to reading and taking notes for students who may suffer with dyslexia or similar disabilities. 

-End- 

(      Zotero Enabled) Bibliography:

Bibliography:

Bibliography

·         Laura L Rendon (1994)

·         (2003), Mc Coy and Smith , n.d.

·         Anon., n.d. www.accesscollege.ie.

·         Baker, J. L. K. C. S. a. W. J., 2004. Equality: From Theory to Action.. s.l.:Basingstoke: Palgrave MacMillan.

·         Clancy, P., 2001. College Entry in Focus: A Fourth National Survey of Access to Higher Education, Dublin. , Dublin: HEA.

·         Drudy, S. a. L. K., 1993. Schools and Societies in Dublin, Ireland. s.l.: Gill & Macmillan.

·         E. Smyth, J. B. a. E. C., n.d. From Leaving Certificate to Leaving School: A Longitudinal Study of Sixth Year, s.l.: s.n.

·         Education, N. O. o. E. o. A. t. H., 2008. National Plan of Equity of Access to Higher Education 2008 – 2013, Dublin, s.l.: HEA.

·         HEA, 2005. s.l.: s.n.

·         http://www.biteballymun.com/, n.d.

·         http://www.qub.ie/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/AssessmentFeedback/Goodassessmentandfeedbackpractice/Createlearningcommunities/, n.d.

·         http://www.tcd.ie/Trinity_Access/about/, n.d.

·         Northedge, A., 2003. Enabling participation in academic discourse Teaching in Higher Education, Vol.8. In: Carfax: Taylor and Francis, pp. 169-180.

·         Rendon, L., 1994. Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), pp. 33-51.

·         Unesco, n.d. Salamanca Statement p.g. 6-7, s.l.: s.n.

·         www.accesscollege.ie, n.d.