The HE in FE culture and experience for students

Denise Robinson and Penny Noel

University of Huddersfield

HUDCETT

HE in FE culture and experience: a partnership perspective, Warwick, 30th - 31st March 2009

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Diversity in the HE student population

Over the past 20 years our student population has becomelarge and diverse. The idea of a single experience or set ofexpectations has no meaning … Large numbers of studentswork long hours in paid jobs, study off-campus or in theworkplace … A greater variety of types of students hasinevitably increased the range of expectations – studentswith caring responsibilities, students who are less wellprepared academically, less able, or less independent aslearners (Ramsden, 2008, pp. 2-3)

Diversity and HE in FE

FE has shown itself effective in supporting the widening participation agenda

Diversity in HE student populations is perhaps most marked within FE

‘Non-traditional students of the wider HE sector’ have been described as ‘the traditional students of the FE sector’ (Cristofoli & Watts, 2006, p.62)

Focus today upon HE in FE students from Foundation degree provision and trainees from initial teacher training (ITT)

Policy Shifts of HE in FE

Growth in the shadows: Pre (LEAs) and post 1988 (Polys); early 90s – fees only growth- expansion for Polys in FECs

Emerging into the sunshine – 1995 (HEFCE); Dearing (1997)

On the uplands of HE? Employability, vocational and WP. Post 2003 – University Challenge; FE validation of FDs; vocational degrees?

Introduction of FDs

HNs- said to be outmoded and a new focus on the employability aspect of Foundation Degrees and the close development between the theory/vocational elements and the involvement of employers were all said to make this a qualification that would replace the old HNDs and HNCs with a fresh outlook and greater relevance

Widening Participation issue was high on the agenda

FDs – the conundrum: reinforcing the divide or widening participation?

We regard it as crucial that the foundation degree is established as a credible and attractive option to a wide range of students lest it reinforce the concentration of students from disadvantaged backgrounds in a narrow group of institutions, including FE colleges.

(LSDA, 2003, p.4)

Perceptions of FD Students

Not a research into role and agency; an element in the study of HE in FE from a critical perspective

A difference between younger and ‘more mature’ students emerged

Perceptions of FD students

Perception of the role and purpose of a Foundation degree

Confidence

Prestige of a University course

Transformational element?

Perceptions - summary

Perceptions Older students

(+ 25)

Younger students

Purpose of FD Valued-work & recognised. But -scepticism?

A requirement for jobs (potential)

Confidence Lack of confidence No doubt

Prestige HEI v. FEC HEI perceived to have higher prestige

HEI perceived to have higher prestige

Transformational opportunity of FD

Yes – as an addition Yes – as an expectation

Widening participation?

...the social composition of our universities remain

remarkably unchanged. Life inequalities are indeed

maintained in higher education

(Copland, 2008, p.6)

An illustrative HE in FE student cohort profile: PCET ITT trainees

Progress towards a qualified FE sector workforce:

In 2006-07 89.9% f/t and 83.5% p/t FE teachers were qualified or enrolled on a teaching qualification (LLUK, 2008)

ACL and WBL staff data is less clear; it appears many WBL staff remain unqualified to teach (Jones, 2007; Pye Tait, 2007)

A consequence of reform has been a change in the profile of in-service trainees more recently entering PCET teacher training programmes

The HUDCETT analysis undertaken

Consortium trainee data from 2,737 application forms forthe p/t in service Cert Ed/PGCE for the years 2005-06 to

2007-008 were analysed using SPSS software

Key finding: There has been a considerable shift in thebalance of trainees away from FE college staff, with overhalf the 2007-08 intake working elsewhere (53.3%)

This shows a decrease from 2003-04 across theConsortium of over 20% in FE college trainee numbers

Classification of trainee key employers (2005-06 to 2007-08)

0102030405060

Per

cen

t

FE 49.4%

All non-FE 50.6%

(Local Authority 7.8%)

(College of HE 7.4%)

(Private Training 6.6%)

(Health/Nursing 5.5%)

(Charit y 5%)

Literacy, numeracy and teaching experience

Despite an increase in trainees with entry qualifications atL2 or above in literacy and/or numeracy in 2007-08, stillsignificant proportions without:

almost a quarter had no literacy or similar qualification over a third had no numeracy or similar qualification 22% had neither

An increase in younger trainees and those very new toteaching – though more experienced and older traineescontinue to enrol

Summary of findings

The research identified :

A shift away from the dominance of FE college trainees A marked increase in those who are younger and less experienced (alongside very experienced colleagues) Significant numbers of trainees who will struggle with

the academic demands of the course

Earlier research had found that trainees not working inan FE college were almost twice as likely to considerleaving the course (Noel, 2004)

A differentiated approach

ITT must seek to address the needs of, and ensurerelevance for, increasingly disparate groups - one size willnot comfortably fit all

Teacher education emphasises the importance ofdifferentiation in trainee practice. Changes in traineeprofiles require that teacher education itself unambiguouslymodel this approach, addressing: teaching context teaching experience level of personal skill

Breakout sessions

The diverse profile of HE in FE students Chancellors 1Structure in supporting mentoring Chancellors 2

Staff development for research and scholarly activity and improving the student experience

Arts Centre Cinema

HE students in FE colleges, a university culture? Social Studies 0.17

FECs & HEIs offering a joined up CPD portfolio? Social Studies 0.18

Effective HE in FE student representation Chancellors 3