SYMPOSIUM Adult Learner Pathways to Tertiary Education Southbank Campus, Griffith University

1. SYMPOSIUM Adult Learner Pathways to Tertiary Education Southbank Campus, Griffith University Wednesday, 25 August 2010

2. “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 LeesaWheelahan(2009)

3. Introduction Mary Kelly Equity Director, QUT

4. Project Overview Suzanne Wilkinson Principal Advisor Student Equity Services Griffith University

5. TAFE partners • BNIT • TAFE Open Learning • SBIT • MSIT • GCIT DEEWR • Senior Secondary College partners • Coorparoo Secondary College • Kingston College • Eagleby Learning Centre $1.154M THE PROJECT Griffith University Queensland University of Technology DET • Students • 1054 - Sem 2, 2009 • 1414 - Sem1,2010 • 1304 - Sem 2, 2010 NCSEHE

6. 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?):

7. It can work - Logan Tertiary Access Program Longitudinal data (1989-2004): …a 93% average success rate in transitioning to University Features: 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

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

9. 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)

10. Preliminary Findings Sandie Bridgland Project Manager Adult Learner Social Inclusion Project

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

12. Equity Groups represented • 5% refugees • 12% NESB • 2% Indigenous Australians • 12% students with a disability • 7% sole parents

13. Prior education levels achieved • 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

14. Low SES indicators • 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

15. Top 5 motivations for enrolment • 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%

16. Attitudes about returning to study

17. Attitudes about education in general

18. Adjusting to study

19. Expectations

21. Teacher support “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.”

24. Student Feedback from Survey 1 - Project activities “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.”

25. Student Feedback from Survey 1 – Learning experiences “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.”

26. Preliminary findings and policy issues • The 2 generic pathways (ATP and Ext Snr) are of good quality and are reasonably accessible with mostly satisfied clients • Supply vs demand • Greater than 50% are LSES • Learning support needs • Public policy issues

27. Panel Pam Lyon – Gold Coast Institute of TAFE Helen Wilkie – Southbank Institute of Technology Con Kontos – Coorparoo Secondary College

28. An adult learner perspective Karin Jansma Student & Student Ambassador Griffith University

29. Questions www.bridgetostudy.com.au