Where do They Go? A Study of Progression in the South Wales Valleys

Abstract

Informal learning is still a core part of lifelong learning provision in higher education (HE). However, the focus is now moving to accredited courses that aim to provide progression pathways towards HE-level qualifications. This study surveyed community learners at local education venues in the South Wales Valleys and surrounding areas. A questionnaire was used to gather information on learners' educational profiles and future progression aims. There were 153 respondents, with 70 taking accredited courses and 83 taking non-accredited courses. Key findings showed that women and older people (60+ years) in the sample take more accredited than non-accredited courses, and 61 per cent of learners with no previous educational qualifications intended to progress on to accredited courses. Of the non-accredited learners, 27 per cent hoped to progress onto accredited courses, and only 8 per cent of accredited learners intended to go back to non-accredited courses. Learners' future progression aims suggest that non-accredited learners aim to further develop existing skills or move towards accredited courses. Accredited learners, however, show a less clear pattern of future progression aims. Possible barriers in the transition from level 0 credit-bearing modules to FE/HE study are discussed, and a progression pathway project is proposed that will provide clear pathway maps for all community learners.

Keywords

community progression informal learning formal learning

Get full access to this article

View all access options for this article.

References

Aldridge

Tuckett

(2002) Two Steps Forward, One Step Back: The NIACE survey on adult participation in learning 2002, Leicester: NIACE.

Aldridge

Tuckett

(2005) Better News This Time: The NIACE survey on adult participation in learning 2005, Leicester: NIACE.

Ball

(1999) ‘Give students some credit’, The Times Higher Education Supplement, 26 February, p 34.

Campaign for Learning/MORI (1998) Attitudes to Learning.

Elsdon

Reynolds

Stewart

(1995) Voluntary Organisations: Citizenship, Learning and Change. Leicester, NIACE.

Hindmarsh

Harre J

Davies

(1995) Adults' Learning Pathways: A pilot study in the Wellington region, Wellington: Victoria University of Wellington, Department of Education.

Maxwell

(1997) ‘Realising the Potential of Community Education’, MEd thesis (unpublished), University of Wales, Bangor.

McGivney

(1990) Access to Education for Non-participant Adults, Leicester: NIACE.

McGivney

(1999) Informal Learning in the Community: A trigger for change and development, Leicester: NIACE.

10.

NIACE (2004) Adult learning at a Glance 2004, Leicester: NIACE.

11.

Temple

(1991) Age of Opportunity? Progression routes and outcomes for students in Adult Basic Education from Hackney Adult Education Institute and Hackney Reading Centre, London: ALFA, North and East London Open College Network.

12.

Ward

(1998) ‘Creating role models, adults: Increasing the participation of adult Asian learners on Access courses’, Adults Learning, vol 10(1), September, pp 24–6.

13.

WEA (Workers' Educational Association) (The National Association) (1998) Realising the Vision: Second WEA submission to the Learning Age Consultation, London: WEA The National Association.