briefing papers for policy makers

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6. Some students (e.g. in the UK) stated that if there had not been an induction day for mature students before the academic year began, they would not have had the courage to enter campus on the first day of term. This points to the need for support structures, such as induction days, a common room for adult students, and supporting written materials to help them with the transition from non-learner to undergraduate student. 7. Financial issues, such as course fees, student loans or having to cope on social benefits, also made study a risk with no guarantee of obtaining employment at the end of study. 8. Many students wanted more contact time with personal and course tutors. 9. In relation to assessment, attitudes were contradictory. While many stated that they preferred assigned essays to examinations as the latter reminded them of school, and made them feel nervous they also felt that assigned essays were time-consuming. 10. Despite the difficulties, such as finance and finding time to study, the majority enjoyed learning as they felt it empowered them. Many non-traditional students said that they experienced personal change, were more informed by knowledge and viewed the world in a different way. Others hoped that their engagement in learning would encourage their children to study. Key Recommendations A number of policy recommendations at European, national and institutional levels have been highlighted by the research findings: 1. There needs to be recognition by policy-makers that non-traditional adult students are heterogeneous by age, gender, ethnicity and mode of study. Different institutional and curriculum structures are required to meet the differing needs. This includes offering programmes taught in both the daytime and evening for full and part-time students and classes within the school day for others. 2. There is a need for more flexible systems at both the point of entry and during the course. For example, entrance examinations are a major barrier. Greater use of access qualifications and use of Accreditation of Prior Experience and Learning (APEL) and Accreditation of Prior Learning (APL) would enhance access across all member states. 3. Funding should be available to facilitate the participation of all age groups so that there is no upper age limit as currently exists in some countries. 4. Crèche and/or nursery provision is a key enabler for many non-traditional students and should be made available free of charge or at subsidised rates. 5. Greater links between HE institutions and other adult education providers should be formed to promote routes for progression and mechanisms to aid transition. 6. Non-traditional students should be integrated with mainstream younger students. This has many implications for institutions such as the need to change the timing of classes across the whole institution to enable attendance. The development of improved support systems (tutor contact, study skill support etc.) and more feedback regarding students’ work. At the heart of many of these issues is the need for training and staff development for lecturers to raise awareness of the learning needs of non-traditional students and to highlight best practice. 7. Induction sessions are needed for new students to familiarise them with the locality and use of facilities such as the library and ICT facilities. 8. There is a need to work towards a more common European framework for collecting institutional and national data on students. 9. There is a need for a more integrated European wide policy framework that recognises the importance, value, and economic and social gains for the EU of access, participation and social inclusion. There needs to be investment in the form of grants and subsidies to enable improved policy and practice. 28
10. There needs to be encouragement for employers to support their employees who participate in HE regardless of the subject area of study. This support could be in a number of forms such as financial assistance or time off to study. 11. The research also indicated the need for further study in the following areas: • Tracking of non-traditional students after leaving university in terms of employment, further study, and their personal development as learners. • Identification of successful models of learning and teaching for non-traditional students. • The impact of financial policies and issues and their implications for student success and failure. • University, Departmental and lecturer attitudes towards non-traditional students. • The relationship between lifelong learning and social capital. The full title of the project is: University Adult Access Policies and Practices across the European Union and their Consequences for the Participation of Non-Traditional Adults. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports). 29
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Page 3 and 4: 2003 EUROPEAN COMMISSION European U
Page 7 and 8: Table of Contents Foreword ……
Page 9: Notes from the editor This report i
Page 13 and 14: Briefing Paper 1 Research Instituti
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Page 47 and 48: The Final Report and results of thi
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Page 53 and 54: • The levels of teachers’ inter
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Briefing Paper 24 Research Institut
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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Key Recommendations The following r
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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Key Recommendations The following r
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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