AONTAS discussion of HERC, DCU seminar with John Field - Beyond Access? Social Mobility and Life Chances
By Karen Williams, Learner Supports Officer, AONTAS
At a recent seminar hosted by Dublin City University’s (DCU) Higher Education Research Centre (HERC), Professor John Field, Adjunct Professor in HERC and previously Vice-Principal for Research in Stirling University, presented data from across Europe to examine patterns of social mobility and the impact of higher education on the life chances of non-traditional students after they complete their studies. AONTAS – the National Adult Learning Organisation attended this seminar and were invited by the HERC to provide our context and expertise to the discussion.
AONTAS
The mission of AONTAS is to advocate for the right of all adults in Ireland to quality learning throughout their lives, and to promote the value and benefits of lifelong learning. We have a specific focus on the most educationally disadvantaged and our work seeks to ensure that all adults have the right to participate in adult learning. AONTAS has extensive experience engaging with learners from all backgrounds who participate in non-formal and formal education such as, community education, Further Education and Training (FET), Higher Education and Lifelong Learning. Our strong understanding of the barriers and challenges which learners face when accessing and progressing in education stems from grass root level through our membership of individuals and organisations which range from voluntary, learners, providers and policy makers.
Lifelong Learning in Ireland
Engaging with learners in lifelong learning can provide greater context and data on a learners’ journey in education and also their progression paths. The Expert Group on Future Skills Needs recently published the “Lifelong Learning Participation Among Adults” Report (2017) which breaks down the Lifelong Learning participation rate in Ireland in terms of learning type, gender, age, educational level, region, work status and employment. Ireland’s lifelong learning participation rate is currently 6.5%, which falls behind the EU 28 average of nearly 11% (Eurostat, 2017). Age, education level and employment status are the strongest predictors for lifelong learning participation and John Field’s data highlighted how these factors primarily affect those from disadvantaged socio-economic backgrounds. Interestingly, in an Irish context so-called “inactive people” have a higher level of participation in Lifelong Learning due to the policies/interventions that have primarily focused on the unemployed which differs from other EU countries, as the higher your education level, the higher your rate of Lifelong Learning participation. Although these “in-active” people are engaging in learning, there is a need for greater employment prospects for this cohort in order to assist social mobility.
Widening Participation
AONTAS welcomes the Action Plan for Education (2016-2019) which has a lifelong learning participation rate target of 10% by 2020, however further consideration should be made regarding widening participation to include people who have experienced significant educational disadvantage. A further welcomed development is the National Plan for Equity of Access to Higher Education 2015-2019 which lists six traditionally under-presented cohorts of learners such as first-time mature students and part-time/flexible learners. Feedback to AONTAS from adult learners from a variety of educational settings indicates the need for an education system which is highly flexible and responds to the diverse needs of adults as they emerge. Expanding entry requirements for Higher Education programmes to take into consideration the life/work experience of adults through Recognition of Prior learning (RPL) models could widen participation. Entry requirements which are open to alternative methods for admissions based on a variety of criteria: work, life and prior education experience would further widen participation and access. There is no one-size fits all approach to engaging all learners. Using a variety of approaches that support meaningful learner participation in lifelong learning has proven to be successful.
Post-Graduation
While progress has been made in an Irish context through the National Plan for Equity of Access to Higher Education (2015-2019) in widening access to higher education for learners from diverse socio-economic backgrounds and also different age groups; John field noted that little is known about what happens after graduation. As is well documented in relation to women, participation in higher education does not guarantee equality of subsequent outcomes. His presentation showed research from the EMPLOY project which seeks to understand employability from the student and graduate perspective and the impact of age, gender, class, ethnicity & disability on students’ employment prospects. Three student narratives were used to portray the student/graduate perspective on employability and highlighted how graduates are proportionately marginalised due to the simultaneous, intersecting nature of how they are read by others including (but not limited to) gender, race, class and nationality. Given the context of the Irish Higher education system where the predominant cohort of learners in higher education is white, middle class - the Irish labour market reflects this system which produces future employees. Therefore, there is a growing need to not only expand pathways to higher education but also encourage employers to enhance employment prospects and supports for non-traditional students/graduates in order to increase social mobility and life chances of the non-traditional student.