A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England)

Conference paper

Scollan, A. and Farini, F. 2014. A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England). SERA Scottish Educational Research Association 39th Annual Conference. Edinburgh University 19 - 21 Nov 2014
TypeConference paper
TitleA whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England)
AuthorsScollan, A. and Farini, F.
Abstract

Theme: Social Justice and Inclusion. Topic: Inclusive higher education for non-traditional students, to support social mobility and career progression, responding to the challenge of competition. Presenters: Angela Scollan, Federico Farini, Department of Education, School of Health and Education,
Middlesex University, The Burroughs,London NW4 4BT.
Abstract: While the Department for Business Innovation and Skills white paper ‘Students at the heart of the system’ (2011) recognises the need to reduce bureaucracy towards academic and professional progression to support social mobility, a recent document states that the main aim of the Higher Education Funding Council for England (HEFCE) is that ‘all those with potential to benefit from successful participation in higher education should have opportunity to do so’ (HEFCE, 2014).
The Quality Assurance Agency’s consultation (2012) focused on student engagement provokes institutional governance to be accountable to recognise that non-traditional students are looking to access ‘the best possible engagement’ and progression experience. The issue of inclusion in Higher Education is particularly relevant for the high number of Foundation Degree Applicants (FDA) in Early Years lacking previous academic qualification in core subjects recognised by HEFCE (2010).
Therefore, relevant concerns for a more inclusive higher education is the development of strategies to support the progression of FDA applicants who do not fully meet programme academic criteria, offering fair access towards learning opportunities that represent whole life changing experiences.
This presentation discusses a pre-entry Transition Programme (TP) developed in a further education institution in Surrey, where the application process for non-traditional learners based on academic skills criteria was preventing 30% of applicants to access Foundation Degree in Early Years.
Relying on the analysis of qualitative data within an interpretative approach concerned with social and subjective elaborations of professional and personal identities, the discussion examines, the TP success in translating academic skills into transferable skills used within the students’ personal and professional life. The data set consist of: 1) semi-structured interviews involving 12 participants in the TP, 2) the reviews of their application forms, 3) the examination of the reflective journals they were asked to edit during this learning experience.
The presentation argues that an enabling pedagogical approach and environment supports participants' in developing confidence and self-esteem to overcome ‘dispositional barriers’ (Department of Employment and Learning, 2011) formed during previous education experiences.
Reference List:
Department for Business Innovation and Skills (2011). Students at the heart of the system in Higher Education. London: Department for Business Innovation and Skills.
Accessed through: https://www.gov.uk/government/uploads/system/uploads/attachment_data... (accessed on 10/07/14)
Department of Employment and Learning (2011). Success through Skills, Transforming Futures. London: Department of Employment and Learning. Accessed through: http://www.delni.gov.uk/success-through-skills-transforming-futures.... (accessed on 10/07/14)
Higher Education Academy (2014). Developing higher skills in the UK workforce: A guide to collaboration between higher education and employers. London: Higher Education Academy.
Accessed through: http://www.heacademy.ac.uk/assets/documents/fdf/Developing-higher-sk... (accessed on 10/07/14)
Higher Education Funding Council for England (2010). The longer term impact of Aim higher: Tracking individuals. Accessed through: http://www.hefce.ac.uk/media/hefce/content/pubs/2009/rd2109/rd21_09.... (Accessed 10/07/14)
Higher Education Funding Council for England (2014). Widening Participation. The Aim Higher Project.
Accessed through:
http://www.hefce.ac.uk/whatwedo/wp/recentwork/aimhigher/ (Accessed 10/07/14)
The Quality Assurance Agency (2012). Talking about Quality. London: The Quality Assurance Agency for Higher Education.
Accessed through:
http://www.qaa.ac.uk/en/Publications/Documents/quality-code-brief-gu... (Accessed 10/07/14)

KeywordsInclusive Higher Education, Non-traditional Students, Transition Programme, Social Mobility.
ConferenceSERA Scottish Educational Research Association 39th Annual Conference
Publication dates
Print21 Nov 2014
Publication process dates
Deposited01 Jun 2015
Output statusPublished
LanguageEnglish
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Scollan, A. and Farini, F. 2014. Between theory and practice. Early years education and the implementation of the right to self-determination of the child, twenty-five years after the UN Convention on the Rights of the Child. British Educational Research Association (BERA) Annual Conference. Institute of Education, London, UK 23 - 25 Sep 2014
Children's rights 'participation and self determination'
Scollan, A. 2014. Children's rights 'participation and self determination'. British Educational Research Association (BERA), Institute of Education, London.
Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression
Scollan, A. 2014. Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression. Scottish Educational Research Association (SERA), Edinburgh University.
Plurilingual communication in healthcare: interlinguistic and intercultural mediation
Farini, F. and Niemants, N. 2015. Plurilingual communication in healthcare: interlinguistic and intercultural mediation. in: Vecchiato, S., Gerolimich, S. and Komninos, N. (ed.) Plurilingualism in Healthcare: an Insight from Italy: Arabic, English, French, German, Serbo-Croatian, Spanish and Italian for foreigners London, UK BICA. pp. 81-100
Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente
Farini, F. 2015. Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente. in: Cipolla, C. (ed.) Sociologia e Salute di Genere Milano FrancoAngeli.
Pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2014. Pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
Farini, F. 2014. Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11 (1), pp. 81-100.
Children’s rights towards rights
Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 2014.
Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives
Scollan, A. 2015. The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
Nurturing thinking skills in early years professionals
Burghardt, V., Barnaby, B., Scollan, A. and Farini, F. 2015. Nurturing thinking skills in early years professionals. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
The pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2013. The pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Media theory and web-based groups as social systems
Farini, F. 2014. Media theory and web-based groups as social systems. in: Mapping Systemic Knowledge Saarbrucken LAP Lambert. pp. 53-77
Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings
Farini, F. 2012. Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings. Diversity and Equality in Health and Care. 9 (3), pp. 179-189.
Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management
Farini, F. 2008. Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management. migracijske i etnicke teme. 24 (3), pp. 251-271.
Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives
Farini, F. 2011. Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives. in: Mica, A., Peisert, A. and Winczorek, J. (ed.) Sociology and the unintended: Robert Merton revisited Frankfurt am Main Peter Lang.
An improbable leadership: structural limits of educational communication. The case of some Italian primary schools
Farini, F. 2009. An improbable leadership: structural limits of educational communication. The case of some Italian primary schools. International Journal of Leadership in Education: Theory and Practice. 12 (4), pp. 367-388. https://doi.org/10.1080/13603120902890359
Dialogic mediation in international groups of adolescents
Baraldi, C. and Farini, F. 2011. Dialogic mediation in international groups of adolescents. Language and Dialogue. 1 (2), pp. 207-232. https://doi.org/10.1075/ld.1.2.03bar
Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps
Farini, F. 2012. Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. RIMCIS - International and Multidisciplinary Journal of Social Sciences. 1 (2), pp. 163-192. https://doi.org/10.4471/rimcis.2012.08
Analysing trust building in educational activities
Farini, F. 2012. Analysing trust building in educational activities. International Journal of Educational Research. 53, pp. 240-250. https://doi.org/10.1016/j.ijer.2012.03.013
Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting
Farini, F. 2011. Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics. 43 (8), pp. 2176-2186. https://doi.org/10.1016/j.pragma.2011.02.001
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013
Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation
Farini, F. 2008. Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation. Socialno Delo. 47 (3-6), pp. 133-144.