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Journey to Access to H.E. Diplomas for Adults with a Service Background

This research explores the experiences of adults with a Service background on their journey to and through Access to H.E. Diplomas. The study identifies specific issues impacting these students and provides recommendations to improve their journey. The research approach includes interviews with military and civilian professionals, as well as adults with a Service background. Findings highlight the importance of knowledge of Access to H.E., access to adult career IAG, promotion of Access to H.E., provision of related IAG, engagement with Access to H.E., and funding for AHED and degree fees.

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Journey to Access to H.E. Diplomas for Adults with a Service Background

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  1. The journey to and through Access to H.E. Diplomas: Experiences of adults with a Service backgroundDr Mel Macer #becreativeeducate

  2. Background • Ex-Service community ~10% UK population • Army – largest and recruits large numbers from low socio-economic backgrounds • Ex-Service personnel <54yrs less likely to have degree • S.W. England hosts ~25% Britain’s Armed Forces • Ascentis (AVA for S.W.) – decline in number of AHED students with Service background: Are there specific issues impacting on these students?

  3. MoD Resettlement Support for Service Leavers • Eligibility: Time served and mode of discharge. • Early Service Leavers (ESLs, <4yrs) get lowest level • Career/Education Information, Advice and Guidance (C/E-IAG) delivered by Career Transition Partnership (CTP) • Funding support for adult education/training

  4. Purpose of the research • Identify whether adults with a Service background face any particular issues on their journey to and through Access to H.E. Diplomas (AHED) • Produce recommendations to improve the journey

  5. Research approach • Tri-Service across the South West region • Mixed methods, mainly qualitative • Framed by concept of a student journey

  6. Methods • Mainly interviews: • Military & civilian professionals with Career/Education IAG within their remit [x31] • Adults with a Service background – past [x12],current [x20] or potential[x7] AHED students • Workshops and consultations with military and civilian stakeholder professionals to develop recommendations

  7. Profile of adults with Service background interviewed • Serving background • 92% (n=24) ex-Service • Majority from lower ranks of Army • Service spouses • 73% (n=15) were current Service Spouses (all Service backgrounds)

  8. Analysis of qualitative data Produced a set of categories for each of the two, a priori themes of: • Knowledge of AHED • Engagement with AHED

  9. Findings & Recommendations Theme: Knowledge of AHED 3 categories • Access to Adult Career IAG • Promotion of AHED • Provision of AHED-related IAG

  10. Theme: Knowledge AHEDAccess to Adult Career IAG …I just think that people don’t know there’s that resource here. [FEI Adult Careers Adviser] FEIs increase promotion of their Adult C-IAG Service

  11. Access to C-IAG (cont): …there’s a link missing, between the university and resettlement… [ex-RAF] FEIs / HEIs be more Service-friendly e.g. Bespoke Open Days, Admissions Advisors with knowledge of military

  12. Promotion of AHED It’s amazing how many people just don’t know about [AHEDs]. [ex-Navy] …Word-of-mouth seems to be our strongest tool… [Access Co-ordinator] Access sector to increase promotion of AHED

  13. Promotion of AHED cont. …when I left the Navy I was sitting around doing nothing… I really needed to have known about [AHED] before I came out… [ex-Navy] It would be good if [they] came to talk to soldiers about Access… especially to non-commissioned soldiers… [ex-Army] CTP and Access sector should proactively promote AHEDs to Service Leavers

  14. Provision of AHED-related IAG I’m intrigued by these [AHED] courses, that’s not what I thought they were…[CTP] It’s a real struggle to be honest with you, to keep up-to-date with all the changes around Access… [CTP] Regional military-civilian events for C/E-IAG professionals - to include AHED-related CPD [LEP-resourced]

  15. Provision AHED-related IAG (cont): Access taster sessions would be great… because currently Access is not on [a SL’s] radar… [CTP] …there were some fantastic community-based pre-Access courses [that]… paid dividends… but there aren’t many of them now. [HEI] Access sector offer outreach AHED tasters in settings located within military communities

  16. Theme: Engagement with AHED - 10 categories • Personal education during Service • Delivery format of AHEDs • Funding AHED & degree course fees • Living costs at FEIs • Currency of military qualifications • English & Maths GCSE • Relocation within Service • Student support • Childcare • Transition experience

  17. Funding AHED and Degree Fees Enhanced Learning Credits (ELCs) Serving and ex-Service: Provides financial contribution to Level 3 and above qualifications (with personal contribution) Publicly-funded FE/HE Scheme - ‘free degree scheme’ Ex-Service only: Provides first HE qualification (foundation degree or undergraduate degree or equivalent) free from tuition fees. Can be used to fund AHED and degree, if start degree course immediately after AHED www.enhancedlearningcredits.com/serving-personnel/claiming-publicly-personnel

  18. Funding AHED & Degree Fees …only became apparent that I could have applied for a 24+ loan, halfway through my Access course… [ex-Army] I phoned… the university and asked about the Publicly-Funded grant… they had absolutely no idea what I was talking about… [ex-Army] Regional M-C networking events – inform and update on military & civilian funds for SL education

  19. Funding (cont): The 24+ loan is great but I’ve got a 22 year old [ESL] who wants to be a paramedic and do an Access course but he can’t access any funding until he’s 24… [CTP] Access sector should target ESLs under 24 years with new 19+ Advanced Learner Loan

  20. Funding (cont): …no funds to help spouses… yet I had given up my career so that he can have one… [current Navy Spouse] A resettlement package to support development of Service spouse careers 73% spouses working towards or on a nursing degree - Impacted by withdrawal of NHS-funded degrees

  21. GCSE Requirements for H.E. …we have had a slight problem in the Army… in that we do Functional Skills… and sell it to soldiers as – Oh, this equate to a GCSE… [Army Resettlement Officer] Career IAG to Army (ex)personnel to raise awareness about GCSE requirement for English and Maths for many HEIs Many Army AHED students having to undertake parallel GCSE courses or pre-AHED courses

  22. GCSEs (cont): …the currency of GCSEs, it’s at the discretion of the university and it just keeps changing. It’s really difficult to keep abreast. [Help 4 Heroes] The Access offers are changing continually…literally on a weekly basis… it’s extremely problematic for us… [Access Coordinator] Regional, military-civilian C-IAG events - provide regular updates on regional Access offers

  23. Military-Civilian Transition Experience …Access course for me was a case of deprogramming the Army and reprogramming the civvy… [ex-Army] All Access students are transitioning… need to make the Access course for… helping [Service Leavers] in transition. [ex-Marine]

  24. Transition cont: …Access courses need promoting to the military as a structured provision to support the cultural shift [from military to civilian life] [HEI Careers Adviser] Develop a ‘re-packaged’ non-distance learning AHED as a stand-alone qualification for Service Leavers and ex-Service. • Non-traditional route into university • Transition support from military to civilian life

  25. Summary - need: • Improvements to quality & provision of Access-related IAG, generally • Provision of informed AHED-related IAG to Service Leavers • Financial support for Service spouses’ careers during the resettlement phase – resettlement is a whole family experience

  26. Recommendations aim to: Ensure that AHED students are not disadvantaged by a Service background, supporting key tenet of the UK’s Armed Forces Covenant www.armedforcescovenant.gov.uk • Many FEIs and HEIs are now signatories

  27. Full report available via QR code and http://researchspace.bathspa.ac.uk/8454/1/8454.pdf For further information, please contact: Dr Mel Macerm.macer@bathspa.ac.uk

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